Affective Behavior Control for Lifelike Pedagogical Agents

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dc.contributor.advisor James C. Lester, Committee Chair en_US
dc.contributor.advisor Patrick FitzGerald, Committee Member en_US
dc.contributor.advisor Michael Young, Committee Member en_US
dc.contributor.author Stelling, Gary Dean en_US
dc.date.accessioned 2010-04-02T18:11:42Z
dc.date.available 2010-04-02T18:11:42Z
dc.date.issued 2002-08-21 en_US
dc.identifier.other etd-08142002-084830 en_US
dc.identifier.uri http://www.lib.ncsu.edu/resolver/1840.16/2252
dc.description.abstract Lifelike pedagogical agents should be especially effective in constructivist learning environments in which students participate in active problem solving. We can simulate such a constructivist setting with personal computing using a well-designed, evocative graphical interface and the rich multimedia -- audio, video and animation -- currently available. Beyond such an authentic problem-solving context, constructivist learning employs a social aspect, centered on the interaction of learner and mentor. We submit that an animated pedagogical agent who delivers contextualized problem-solving advice can play the part of the expert. Further, we propose that an added measure of believability and motivation would result from giving these agents the ability to express situationally appropriate emotions. To test the promise of such an affective agent, we first identified the cognitive emotion types most useful in a problem-solving dialog. We then devised a structure to store the details of the learner's situation in order to determine the appropriate emotion from the pedagogical agent. These enhancements have been instantiated in a full-scale implementation of the lifelike pedagogical agent of DESIGN-A-PLANT, a learning environment developed in the domain of botanical anatomy and physiology for middle-school students. Evaluation by a focus group of students was encouraging. They preferred the emotional version of the agent and reported that his affective behavior was helpful in their problem solving. en_US
dc.rights I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to NC State University or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. en_US
dc.subject lifelike agents en_US
dc.subject pedagogical agents en_US
dc.subject animated agents en_US
dc.subject knowledge-based learning environments en_US
dc.subject mixed-initiative interaction en_US
dc.subject intelligent tutoring systems en_US
dc.subject intelligent multimedia presentation en_US
dc.subject intelligent interfaces en_US
dc.subject task models en_US
dc.title Affective Behavior Control for Lifelike Pedagogical Agents en_US
dc.degree.name MS en_US
dc.degree.level thesis en_US
dc.degree.discipline Computer Science en_US


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