Developing Relationships Between Autonomous Agents: Promoting Pro-Social Behaviour Through Virtual Learning Environments Part II

Developing Relationships Between Autonomous Agents: Promoting Pro-Social Behaviour Through Virtual Learning Environments Part II

Scott Watson, Kerstin Dautenhahn, Wan Ching (Steve) Ho, Rafal Dawidowicz
Copyright: © 2009 |Pages: 14
DOI: 10.4018/978-1-60566-236-7.ch016
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Abstract

This chapter is a continuation from Part I, which has described contemporary psychological descriptions of bullying in primary schools and two Virtual Learning Environments (VLEs) designed as anti-bullying interventions. The necessary requirements for believable, autonomous agents used in virtual learning environments are now outlined. In particular, we will describe the technical and engagement-oriented considerations that need to be made. The chapter concludes with recommendations of how to meet these needs and how to design a VLE by including potential users in the development process.
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Lessons To Be Learned For The Development Of Vles

As part of the development team of FearNot! and C-SoNeS, the authors have learned a number of lessons which are hoped to be of use to future developers of VLEs for young people. Broadly speaking there are two main considerations to make: technical considerations and engagement-oriented considerations.

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