Although animated pedagogical agents are frequently found in intelligent tutoring systems and interactive learning environments, their effect on users’ attitudes and learning requires further investigation. This paper reports findings of a field study designed to investigate the impact of animated pedagogical agents on primary school children’s attitudes to and interactions with the StoryStation system. Sixty pupils used either a version of StoryStation with an animated agent interface or an equivalent one with a normal graphical user interface to write a story. Analysis of questionnaire data indicated that pupils who used the agent version rated StoryStation more highly than those who used the non-agent version. Analysis of program use revealed that girls tended to interact more with the agent version, while boys tended to interact more with the non-agent version. © 2004 IOS Press and the authors.
CITATION STYLE
Robertson, J., Cross, B., Macleod, H., & Wiemer-Hastings, P. (2004). Children’s interactions with animated agents in an intelligent tutoring system. International Journal of Artificial Intelligence in Education, 14(3–4), 335–357.
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