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Building a Social Conversational Pedagogical Agent: Design Challenges and Methodological approaches

Building a Social Conversational Pedagogical Agent: Design Challenges and Methodological approaches

Agneta Gulz, Magnus Haake, Annika Silvervarg, Björn Sjödén, George Veletsianos
Copyright: © 2011 |Pages: 28
ISBN13: 9781609606176|ISBN10: 1609606175|EISBN13: 9781609606183
DOI: 10.4018/978-1-60960-617-6.ch006
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MLA

Gulz, Agneta, et al. "Building a Social Conversational Pedagogical Agent: Design Challenges and Methodological approaches." Conversational Agents and Natural Language Interaction: Techniques and Effective Practices, edited by Diana Perez-Marin and Ismael Pascual-Nieto, IGI Global, 2011, pp. 128-155. https://doi.org/10.4018/978-1-60960-617-6.ch006

APA

Gulz, A., Haake, M., Silvervarg, A., Sjödén, B., & Veletsianos, G. (2011). Building a Social Conversational Pedagogical Agent: Design Challenges and Methodological approaches. In D. Perez-Marin & I. Pascual-Nieto (Eds.), Conversational Agents and Natural Language Interaction: Techniques and Effective Practices (pp. 128-155). IGI Global. https://doi.org/10.4018/978-1-60960-617-6.ch006

Chicago

Gulz, Agneta, et al. "Building a Social Conversational Pedagogical Agent: Design Challenges and Methodological approaches." In Conversational Agents and Natural Language Interaction: Techniques and Effective Practices, edited by Diana Perez-Marin and Ismael Pascual-Nieto, 128-155. Hershey, PA: IGI Global, 2011. https://doi.org/10.4018/978-1-60960-617-6.ch006

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Abstract

This chapter discusses design challenges encountered when developing a conversational pedagogical agent. By tracing the historical roots of pedagogical agents in Intelligent Tutoring Systems (ITS), we discern central developments in creating an agent that is both knowledgeable and fosters a social relationship with the learner. Main challenges faced when attempting to develop a pedagogical agent of this kind relate to: i) learners’ expectations on the agent’s knowledge and social profile, ii) dealing with learners’ engagement in off-task conversation and iii) managing potential abuse of the agent. We discuss these challenges and possible ways to address them, with reference to an ongoing Research & Development project, and with a focus on the design of a pedagogical agent’s visual embodiment and its conversational capabilities.

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