1. Interactive Animated Pedagogical Agents David Slater Stanford University May 12, 2000

2. What is an IAPA? “Interactive”- conversational. “Animated” – they’re embodied. “Pedagogical” – educational focus. “Agent” – they’re semi-autonomous.

3. Presentation Overview Learning Problem Insights from Research Project Demonstration Design Principles User Testing Future Work

4. The Learning Problem Little/no prior knowledge of pedagogical agents. No efforts to tie in learning theory. No design principles for web implementation.

5. Conceptualizing the Learning Problem. Aim for the best qualities of human and computer-based one-to-one tutoring. Use a "contingent tutoring" style. Web + embodied agent + ITS = new variant of adaptive learning systems.

6. Insights From Research Individualized Instruction - ideas on adapting curriculum to diverse learners. Tutoring: Insights from the Vygotskian tradition as a conceptual framework. Tutoring: contingent tutoring rather than lecture or discovery strategies.

7. Insights From Research. Educational AI research – AI is problematic in discovery environments. ITS research – need for empathic computer-based tutors. Pedagogical agent research - need for a realistic persona (The Persona Effect).

8. Screen shot and overview of screen. “Opening” “What” Purpose of screen. Theory involved. Project Demonstration “Why” “How” “Persona”

10. Project Demonstration Opening of the Site Purpose: Linda establishes her personality. Linda assesses the needs of the visitor. Theory: The Persona Effect.

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13. Project Demonstration What is a Learning Guide? Purpose: Demonstrates adaptability to user needs. Shows a simple form of individualized instruction. Shows how static content can have multiple meanings. Provides basic knowledge about a Learning Guide.

14. Project Demonstration What is a Learning Guide? Learning Theory: Vygotskian tradition as a framework for tutoring. The Persona Effect.

16. Project Demonstration Why use a Learning Guide? Purpose: Adaptability and individualized instruction. Exhibits Linda’s ability to facilitate co- directed learning. Exhibit Linda’s ability to sense user activity.

17. Project Demonstration Why use a Learning Guide? Learning Theory: Tutoring framework and the Persona Effect. Contingent Tutoring.

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22. Project Demonstration How do I make a Learning Guide? Purpose: Adaptability and individualized instruction. Assess and boost learner self-efficacy & motivation. Scaffold learners.

23. Project Demonstration How do I make a Learning Guide? Learning Theory: Tutoring framework, the Persona Effect, and Contingent Tutoring. Self-efficacy/intrinsic motivation.

25. Project Demonstration Linda’s Chat Page Purpose: Supports Linda’s persona. Learning Theory: Intrinsic & Extrinsic motivation. The Persona Effect.

26. Site Design Principles. Strive for an “interaction loop.” Site content can be sparse. Site should give clues as to what the agent knows doesn’t know. Minimize the amount of scrolling Navigation needs to be carefully considered (not self-service anymore). Natural assessments are vital.

27. User Testing Goal User’s conception of agents. Applicability of design principles. Evaluate the learner experience in regards to affective dimensions.

28. User Testing Results. Site design got high marks for usability. Liked Linda’s persona – felt it was strong, compelling, and lifelike. Most remarked it did not feel like “learning.” It was more like a conversation or “activity.” “The [Microsoft] Paper Clip is dumb; Linda is cool: she shops at Dusty and Chloe’s vintage shop!”

29. Future Work Putting Dave’s Jewish mother on every desktop. Shift from "tutors" to “learning guides.” The aim is to build a system that facilitates the learner's own efforts at learning.

30. Future Work The goal of the Guide is to help keep the learner’s exploration going and going well. Watching especially for signs of: frustration boredom curiosity enjoyment mastery

31. Future Work. The key focus is to: Help the system recognize aspects of the user's emotion. Communicate this to the user. Ultimately enable the learner to better take charge of the learning process.