Search results for author:"Agneta Gulz"
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International Journal of Artificial Intelligence in Education Vol. 19, No. 1 (2009) pp. 39–71
The paper presents a theoretical framework addressing three aspects of embodied pedagogical agents: visual static appearance, pedagogical role, and communicative style. The framework is then applied to a user study where 90 school children (aged 12...
Educational Technology & Society Vol. 11, No. 4 (2008) pp. 1–15
The paper deals with the use of visual stereotypes in virtual pedagogical agents and its potential impact in digital learning environments. An analysis of the concept of visual stereotypes is followed by a discussion of affordances and drawbacks as...
Journal of Educational Psychology Vol. 108, No. 7 (2016) pp. 969–981
Educational software in the form of games or so called "computer assisted intervention" for young children has become increasingly common receiving a growing interest and support. Currently there are, for instance, more than 1,000 iPad...
A Teachable-Agent-Based Game Affording Collaboration and Competition: Evaluating Math Comprehension and Motivation
Educational Technology Research and Development Vol. 60, No. 5 (October 2012) pp. 723–751
This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (1) conceptual understanding and (2) attitudes towards mathematics. In addition,...
Computers & Education Vol. 90, No. 1 (2015) pp. 13–23
Educational software in which the student takes the role of teacher and instructs a digital tutee – a so-called teachable agent – has repeatedly proven to have positive effects for school children's learning. In a study with 39 preschoolers aged 3:9 ...