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Computers Can Feel Too: Intelligent Emotional Agents in E-Learning Systems

Computers Can Feel Too: Intelligent Emotional Agents in E-Learning Systems

K. Chatzara, C. Karagiannidis, D. Stamatis
Copyright: © 2011 |Pages: 18
ISBN13: 9781609600808|ISBN10: 1609600800|EISBN13: 9781609600822
DOI: 10.4018/978-1-60960-080-8.ch010
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MLA

Chatzara, K., et al. "Computers Can Feel Too: Intelligent Emotional Agents in E-Learning Systems." Multi-Agent Systems for Education and Interactive Entertainment: Design, Use and Experience, edited by Martin Beer, et al., IGI Global, 2011, pp. 188-205. https://doi.org/10.4018/978-1-60960-080-8.ch010

APA

Chatzara, K., Karagiannidis, C., & Stamatis, D. (2011). Computers Can Feel Too: Intelligent Emotional Agents in E-Learning Systems. In M. Beer, M. Fasli, & D. Richards (Eds.), Multi-Agent Systems for Education and Interactive Entertainment: Design, Use and Experience (pp. 188-205). IGI Global. https://doi.org/10.4018/978-1-60960-080-8.ch010

Chicago

Chatzara, K., C. Karagiannidis, and D. Stamatis. "Computers Can Feel Too: Intelligent Emotional Agents in E-Learning Systems." In Multi-Agent Systems for Education and Interactive Entertainment: Design, Use and Experience, edited by Martin Beer, Maria Fasli, and Debbie Richards, 188-205. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-080-8.ch010

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Abstract

The introduction of emotional reactions to e-Learning environments might offer a more efficient and effective communication between the user and the machine; a more natural and realistic computer interface. Embodied Intelligent Emotional Agents (IEAs) which are highly expressive and show empathy for the users may help learners overcome academic difficulties and may contribute positively to the pedagogical procedure by making it more efficient and enjoyable. IEAs can be programmed to “show” the correct social behaviour and through them a channel of communication might open to serve for better interaction among learners. This could contribute to increase student’s self esteem, help them recover from negative emotions as well as encourage learners to overcome academic problems. In this chapter the authors review existing systems that use emotional agents and analyze their specific characteristics, their advantages and disadvantages. Finally, based on this analysis they enumerate specific requirements for efficient communication between agents and users and we use them to propose a general architecture model upon which the development of future IEAs could be based.

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