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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
ISBN13: 9781605662367|ISBN10: 1605662364|EISBN13: 9781605662374
DOI: 10.4018/978-1-60566-236-7.ch016
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MLA

Watson, Scott, et al. "Developing Relationships Between Autonomous Agents: Promoting Pro-Social Behaviour Through Virtual Learning Environments Part II." Handbook of Research on Agent-Based Societies: Social and Cultural Interactions, edited by Goran Trajkovski and Samuel G. Collins, IGI Global, 2009, pp. 229-242. https://doi.org/10.4018/978-1-60566-236-7.ch016

APA

Watson, S., Dautenhahn, K., Ho, W. C., & Dawidowicz, R. (2009). Developing Relationships Between Autonomous Agents: Promoting Pro-Social Behaviour Through Virtual Learning Environments Part II. In G. Trajkovski & S. Collins (Eds.), Handbook of Research on Agent-Based Societies: Social and Cultural Interactions (pp. 229-242). IGI Global. https://doi.org/10.4018/978-1-60566-236-7.ch016

Chicago

Watson, Scott, et al. "Developing Relationships Between Autonomous Agents: Promoting Pro-Social Behaviour Through Virtual Learning Environments Part II." In Handbook of Research on Agent-Based Societies: Social and Cultural Interactions, edited by Goran Trajkovski and Samuel G. Collins, 229-242. Hershey, PA: IGI Global, 2009. https://doi.org/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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