Hybrid Representation: Embodied Pedagogical Agent Interface Design

Hybrid Representation: Embodied Pedagogical Agent Interface Design

Katherine R. B. Greysen (Sierra Nevada College, USA)
Copyright: © 2013 |Pages: 18
DOI: 10.4018/978-1-4666-1915-9.ch014

Abstract

This chapter discusses the design of embodied pedagogical interface agents. The ultimate aim of the discussion is to suggest categorical or thematic design guidelines for pedagogical agents. The intent of the guidelines is to encourage multimedia designers to go beyond the current “one size fits all” mentality and encompass issues of race and gender in a way that provides meaningful learning experiences for a greater number of persons. The discussion will consider 43 participants’ self-construction of embodied pedagogical interface agents to identify issues of race, gender, and other design characteristics. Grounded theory methodology was employed to provide additional insight into the design and creation of each participant’s pedagogical interface agent. Four agent designs are included as appendices for reference.
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Statement Of The Problem

There is a limited amount of research in the Artificial Intelligence (AI) field which explores issues of gender or race in the design of embodied interface agents. Therefore, the purpose of this research is not to examine the tutorial construction design or the internal architecture of embodied interface agents, but more to look at the outward design and identity of the agent. As such, the purpose of the project is to examine the student’s self-construction and design of embodied pedagogical interface agents to identify issues of race, gender, and other design characteristics.

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