The use of animated agents in e-learning environments: an exploratory, interpretive case study

A Kamil Mahmood,Elaine Ferneley

doi:10.1080/09687760600668552

Abstract

There is increasing interest in the use of animated agents in e-learning environments. However, empirical investigations of their use in online education are limited. Our aim is to provide an empirically based framework for the development and evaluation of animated agents in e-learning environments. Findings suggest a number of challenges, including the multiple dialogue models that animated agents will need to accommodate, the diverse range of roles that pedagogical animated agents can usefully support, the dichotomous relationship that emerges between these roles and that of the lecturer, and student perception of the degree of autonomy that can be afforded to animated agents.DOI: 10.1080/09687760600668552

Highlights

A new educational paradigm is emerging: face-to-face interaction with intelligent pedagogical animated agents in interactive learning environments that are capable of performing tasks and achieving goals individually and in collaboration with human and non-human agents
Advances in computer graphics have made the embodiment of intelligent agents possible (Schroeder, 2002) and e-learning researchers have proposed the utilisation of animated agents to reduce the overheads involved in delivering online education, to facilitate dynamic monitoring activities and delegation of certain instructor tasks to pedagogical animated agents (Johnson et al, 2000b; Conole, 2002; Jafari, 2002; Songa et al, 2004)
This notion is in line with the futuristic vision of the Peripatetic Electronic Teacher, as coined by Squires (1999), the freelance educator providing education virtually on demand with their routine tasks supported or delivered by agent-based technology that will be required to operate in four key roles or ‘presences’: as a pedagogical presence, in a managerial role as a professional or in a commercial role as a personal marketeer

Summary

Introduction

A new educational paradigm is emerging: face-to-face interaction with intelligent pedagogical animated agents in interactive learning environments that are capable of performing tasks and achieving goals individually and in collaboration with human and non-human agents. The expectation is that learners will be able to interact visually with pedagogical animated agents who will be able to exhibit emotive behaviour and expressions and simulate continuous instructor presence in e-learning environments. This notion is in line with the futuristic vision of the Peripatetic Electronic Teacher, as coined by Squires (1999), the freelance educator providing education virtually on demand with their routine tasks supported or delivered by agent-based technology that will be required to operate in four key roles or ‘presences’: as a pedagogical presence, in a managerial role as a professional (usually in some peer group setting) or in a commercial role as a personal marketeer. There is a sense of urgency in identifying how to incorporate pedagogical agent technology appropriately in e-learning environments

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