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'It's Almost Like Talking to a Person': Student Disclosure to Pedagogical Agents in Sensitive Setting

Tombs, G., Bhakta, Roy and Savin-Baden, Maggi (2014) 'It's Almost Like Talking to a Person': Student Disclosure to Pedagogical Agents in Sensitive Setting. Proceedings of the 9th International Conference on Networked Learning 2014,. pp. 296-304. ISSN ISBN 978-1-86220-304-4

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Abstract

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.

Item Type: Article
Additional Information:

Proceedings of the 9th International Conference
on Networked Learning, Edinburgh, 07/04/2014-09/04/2014, Edited by:
Bayne S, Jones C, de Laat M, Ryberg T &
Sinclair C

Uncontrolled Keywords: pedagogical agents, education, students, online learning, higher education, engagement, disclosure, personalisation
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions: Academic Departments > Institute of Education
Related URLs:
Depositing User: Maggi Savin-Baden
Date Deposited: 30 Jan 2015 09:28
Last Modified: 08 Feb 2019 15:51
URI: https://eprints.worc.ac.uk/id/eprint/3552

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