Abstract
| Original language | English |
|---|---|
| Title of host publication | Encyclopedia of Information Science and Technology, Third Edition |
| Editors | M. Khosrow-Pour |
| Place of Publication | Hershey, PA |
| Publisher | IGI Global |
| Pages | 1380-1391 |
| ISBN (Print) | 9781466658899, 9781466658882 |
| DOIs | |
| Publication status | Published - 2015 |
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Bibliographical note
This chapter appears in the Encyclopedia of Information Science and Technology, 3rd Edition edited by Mehdi Khosrow-Pour. Copyright 2010, IGI Global, www.igi-global.com. Posted by permission of the publisher.Keywords
- chatbots
- pedagogical agents
- virtual assistants
- online learning
- pedagogy
Cite this
Students' experiences of emotional connection with pedagogical agents. / Savin-Baden, Maggi; Tombs, Gemma; Bhakta, Roy; Burden, D.
Encyclopedia of Information Science and Technology, Third Edition. ed. / M. Khosrow-Pour. Hershey, PA : IGI Global, 2015. p. 1380-1391.Research output: Chapter in Book/Report/Conference proceeding › Chapter
}
TY - CHAP
T1 - Students' experiences of emotional connection with pedagogical agents
AU - Savin-Baden, Maggi
AU - Tombs, Gemma
AU - Bhakta, Roy
AU - Burden, D.
N1 - This chapter appears in the Encyclopedia of Information Science and Technology, 3rd Edition edited by Mehdi Khosrow-Pour. Copyright 2010, IGI Global, www.igi-global.com. Posted by permission of the publisher.
PY - 2015
Y1 - 2015
N2 - Online chatbots (also known as pedagogical agents or virtual assistants) are becoming embedded into the fabric of technology, both in educational and commercial settings. Yet understanding of these technologies is inchoate and often untheorised, influenced by individuals' willingness to trust technologies, aesthetic appearance of the chatbot and technical literacy, among other factors. This paper draws upon data from two research studies that evaluated students' experiences of using pedagogical agents in education using responsive evaluation. The findings suggest that emotional connections with pedagogical agents were intrinsic to the user's sense of trust and therefore likely to affect levels of truthfulness and engagement. They also indicate that the topic of the pedagogical agent-student interaction is key to the student's experience. The implications of these studies are that truthfulness, personalisation and emotional engagement are all vital components in using pedagogical agents to enhance online learning.
AB - Online chatbots (also known as pedagogical agents or virtual assistants) are becoming embedded into the fabric of technology, both in educational and commercial settings. Yet understanding of these technologies is inchoate and often untheorised, influenced by individuals' willingness to trust technologies, aesthetic appearance of the chatbot and technical literacy, among other factors. This paper draws upon data from two research studies that evaluated students' experiences of using pedagogical agents in education using responsive evaluation. The findings suggest that emotional connections with pedagogical agents were intrinsic to the user's sense of trust and therefore likely to affect levels of truthfulness and engagement. They also indicate that the topic of the pedagogical agent-student interaction is key to the student's experience. The implications of these studies are that truthfulness, personalisation and emotional engagement are all vital components in using pedagogical agents to enhance online learning.
KW - chatbots
KW - pedagogical agents
KW - virtual assistants
KW - online learning
KW - pedagogy
U2 - 10.4018/978-1-4666-5888-2.ch131
DO - 10.4018/978-1-4666-5888-2.ch131
M3 - Chapter
SN - 9781466658899
SN - 9781466658882
SP - 1380
EP - 1391
BT - Encyclopedia of Information Science and Technology, Third Edition
A2 - Khosrow-Pour, M.
PB - IGI Global
CY - Hershey, PA
ER -