Children's interactions with animated agents in an intelligent tutoring system

  • Robertson J
  • Cross B
  • Macleod H
 et al. 
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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.

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  • storystation

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  • ISSN: 15604292
  • SGR: 85013584408
  • PUI: 449500834
  • DOI: Article
  • SCOPUS: 2-s2.0-85013584408


  • Judy Robertson

  • Beth Cross

  • Hamish Macleod

  • Peter Wiemer-Hastings

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