Virtual Pedagogical AgentsWelcome to the Educational Technology Group!
Our research is a collaborative effort between departments of cognitive science, computer science, informatics, linguistics, design and media sciences from Swedish and North American universities with two common goals, to develop pedagogical software that is grounded in empirical findings about the human mind and to use this software as research tools to further explore the human mind, and learning processes in particular.
The R&D (research and development) carried out by the Educational technology group has two goals.
The first is to develop and make use of educational technology systems to find out more about learning, for example:
- At what age can a child learn for herself by teaching someone else? How does this relate to the development of a capability to solve false belief tasks, understand that there are different perspectives, inhibitory functions, etc?
- Is it possible to support the development of number sense in young children by a Teachable-Agent game? What role does, in that case, the social interaction have for children’s motivation and performance ?
- How do different students behave when they do not make progress?
- How do they make meaning of situations of non-progress and their own behaviour in these?
- Can thinking strategies in situations of non-progress be influenced by different pedagogical approaches?
- Can a chat-with-your-TA-option in a math learning game increase interest for and appreciation ofthe game for some students (and which?)?
- Will there be differences in history learning for two groups of 10-11 year olds that both teach a digital tutee (TA),but one group having a regular TA and the other a “trouble-maker” TA?
- The second is to actually come up with educational technology systems with a real-world value as practical pedagogical tools, reflecting the knowledge we gained through our research.
Current and previous projects
R&D project of a Teachable Agent based learning game in mathematics for 4-year olds. In collaboration with Daniel Schwartz and Kristen Pilner Blair, School of Education, Stanford University. The project addresses questions on early mathematics learning, or rather learning that seems crucial in order to prepare a child so that s/he is receptive to mathematics teaching in pre-school and early years in school. We are extending the project to also address developmental issues relating to “a theory of mind” by performing real-world empirical studies on children’s choices while playing the learning-game as well as exploring their meaningmakings of what happens in the game, in particular for their digital protége. Funded by Wallenberg Network Initiative + applying for funding for the novel extensions of the project.
(2011-) From Failure to Success – Learning History by Teaching
R&D project of a Teachable Agent based learning game for 10-11 year olds, targeting history, i.e. the first TA-game outside the STEM area. The project explores the effects of i) a “regular” TA, that in general accepts the student-teachers ideas, and ii) a “trouble-maker” TA, that is more questioning and challenging. Another research issue targeted in the project is how different students behave when they do not make progress any more. How do they make meaning of situations of non-progress and their own behaviour in these? Can thinking strategies in situations of non-progress be influenced by a pedagogical approach such as Learning-by-Teaching (LBT)? Funded by Excellence Grant, Linköping University + Applying for additional funding.
(2009-2012) K2D2: Knowledge & Competence – Digital Dialogues
Within the Swedish Knowledge Foundation’s research programme “Young Net Cultures”. An existing math game is extended into a more complex and multifaceted educational artefact by embodying the teachable agents and complementing the on-task dialogue with open social chat-related off-task dialogue. The project focuses on how the visual and social shaping of digital pedagogical agents effect dialogue between students and characters in a chat. Possibilities for pedagogical interventions via the combination of knowledge oriented and socially oriented “digital dialogues” are explored. Involves researchers at Linköping University, Sweden, Lund University, Sweden, University West, Sweden and University of Texas, USA. Project partners: the e-strategy group at Natur & Kultur, Sweden, the organization CARDET and schools in Katrineholm, Linköping and Lund. Funded by the Swedish Knowledge Foundation (main funder) and Linköping University.
Magnus Haake, Department of Design Sciences, Lund University
Lena Pareto, Media & Design, University West, Trollhättan
Daniel Schwartz, School of Education, Stanford University
Björn Sjödén, Lund University Cognitive Science
Betty Tärning, Lund University Cognitive Science
George Veletsianos, Instructional Technology, University of Texas, Austin
This list includes also publications of members of the research group not working at Linköping University, or not working at Linköping University at the time of the publication.
• Lindström, P., Gulz, A., Haake, M. & Sjödén, B. (2011). Matching and mismatching between the pedagogical design principles of a maths game and the actual practices of play. Journal of Computer Assisted Learning, 27, 90-102.
• Gulz, A., Haake., M., & Silvervarg, A. (2011). Extending a Teachable Agent with a Social Conversation Module – Effects on Student Experiences and Learning. Proceedings of The 15th International Conference on Artificial Intelligence in Education. Auckland, New Zealand, 27 June 2 July, 2011.
• Sjödén, B., Tärning, B., Pareto. L., & Gulz, A. (2011): Transferring Teaching to Testing – an Unexplored Aspect of Teachable Agents. Proceedings of The 15th International Conference on Artificial Intelligence in Education. Auckland, New Zealand, 27 June 2 July, 2011.
• Pareto, L., Arvemo, T., Dahl, Y., Haake., M., & Gulz, A. (2011). A Teachable-Agent Arithmetic Game’s effects on Mathematics Understanding, Attitude and Self-Efficacy. Proceedings of The 15th International Conference on Artificial Intelligence in Education. Auckland, New Zealand, 27 June 2 July, 2011.
• Silvervarg, A., Haake. M., Pareto, L., Thomas Strandberg & Gulz, A. (2011). AIED interactive event: ”The Brick Game” demonstration. Proceedings of The 15th International Conference on Artificial Intelligence in Education. Auckland, New Zealand, 27 June 2 July, 2011.
• Lindström P., Haake, M, Sjödén, B. & Gulz, A. (2011). Matching and mismatching between the pedagogical design principles of a maths game and the actual practices of play. Journal of Computer Assisted Learning., 27, 90-102.
• Sjödén, B., Silvervarg, A., Haake, M. & Gulz A. (2011). Extending an educational math game with a pedagogical conversational agent: facing design challenges. In: S. DeWannemacker, G. Clarebout, P. DeCausmaecker (Eds.): ITEC2010,CCIS 126, pp. 116-130. Springer, Heidelberg
• Pareto, L., Haake, M., Lindström, P., & Sjödén, B. & Gulz, A. (under revision). A Teachable Agent Based Game Affording Collaboration and Competition – Evaluating Math Comprehension and Motivation.
• Haake, M., Silvervarg, A., Tärning, B., B., Pareto, L., & Gulz, A. (2011) Pedagogical Agents: Pedagogical Interventions via Integration of Task-oriented and Socially Oriented Conversation. Part of the AERA 2011 Symposium Proposal ”Pedagogical Agent Presence, Appearance, and Agent-learner Interactions: Current Research and Future Directions”.
• Silvervarg, A. & Jönsson, A (2010). Towards a conversational pedagogical agent capable of affecting attitudes and self-efficacy. Proceedings of the Second Workshop on Natural Language Processing in Support of Learning: Metrics, Feedback and Connectivity, September 14, Bucharest, Romania, 2010.
• Silvervarg, A. (2010). Development Methods for a Social Conversational Agent in a Virtual Learning Environment with an Educational Math Game. Proceedings of ED-MEDIA - World Conference on Educational Multimedia, Hypermedia & Telecommunications, Toronto, Canada, June 28-30, 2010.
• Gulz, A., Haake, M., Silvervarg, A., Sjödén, B. & Veletsianos. (in press). ”Building a Social Conversational Pedagogical Agent – Design Challenges and Methodological Approaches”. In Conversational Agents and Natural Language Interaction: Techniques and Effective Practices (Eds.) D. Perez-Marin & I. Pascual-Nieto, IGI Global.
• Gulz, A., & Haake, M. (2010) Challenging Gender Stereotypes using Virtual Pedagogical Characters. In: Goodman, S. Booth, S. & G. Kirkup (Eds.), Gender Issues in Learning and Working with Information Technology: Social Constructs and Cultural Contexts, IGI Global
• Silvervarg, A., Gulz A. & Sjödén, B. (2010). Design for off-task interaction – Rethinking pedagogy in technology enhanced learning, The 10th IEEE International Conference on Advanced Learning Technologies, 5-7 July, Tunisia.
• Sjödén, B., Silvervarg, A., Veletsianos, G., Haake, M. & Gulz A. (2010). Extending an educational math game with a pedagogical conversational agent – facing design challenges. ITEC2010, 1st International Conference on Interdisciplinary Research on Technology, Education and Communication. 25-27 May, Belgium. http://www.Kueleuven-kortrijk.be/itec2010
• Silvervarg, A., Gulz A. Sjödén, B. & Haake, M. & (2010). Designing a Teachable Agent with Social Intelligence. Intelligent Virtual Agents, 2010
• Veletsianos, G., Silvervarg, A., Sjödén, B., Haake, M. & Gulz A. (proposal accepted). ”Enhancing Conversational Pedagogical Agents via Design-Based Research”. Proposal for the Volume. ”Conversational Agents and Natural Language Interaction: Techniques and Effective Practices” (Eds.) D. Perez-Marin & I. Pascual-Nieto, IGI Global.
• Gulz, A., & Haake, M. (2009). Virtuella rollmodeller och androgynitetens potential. In: J. Linderoth. R. Säljö, & U. P.Lundgren (Eds.), Individen, tekniken och lärande. (In Swedish). Carlssons bokförlag.
• Gulz, A., & Haake, M. (2009). Benefits of Digital Pedagogical Characters – A Learning Style Perspective. The Open Education Journal, 2, 34-41.
• Haake, M. & Gulz, A. (2009). A Look at the Roles of Look & Roles in Embodied Pedagogical Agents – a User Preference Perspective, International Journal of Artificial Intelligence in Education, 19 (1).
• Labbé, D., Haake, M. & Gulz, A. (manuscript). Avatar Appearance in Computer Supported Learning
• Lindström, P., Pareto, L., Haake, M. & Gulz, A. (manuscript). Affective engagement in teachable agents.
• Folke-Fichtelius, M. (2009) (red.): A Gulz medverkan i två kapitel – ”Datorspelets mening och potential” samt ”Gränsöverskidande IT-roller”, s. 139-150 och s. 152-168. Carlssons förlag.
• Gulz, A. (2008). Researching Virtual Environments and Virtual Characters. In: Gärdenfors, P. & A. Wallin (Eds.), A Smorgasbord of Cognitive Science, pp 13-31 , Nya Doxa, Nora.
• Gulz, A., Magnusson, C., Malmborg, L., Eftring, H., Jönsson, B. & Tollmar, K. (Eds.): (2008). Proceedings of the 5th Nordic Conference on Human-Computer Interaction 2008. ACM International Conference Proceeding Series 358 ACM 2008.
• Haake, M. & Gulz, A. (2008). Visual Stereotypes and Virtual Pedagogical Agents. Educational Technology and Society, 11(4), 1-15.
• Gulz, A. (2008). Rollmodeller & förebilder – om potentialen i digitala miljöer (in Swedish). In: Anthology for the Leadership Programe AKKA2, Lund Univ.
• Lindström, P. & A. Gulz (2008): ”Catching Eureka on the Fly”. Proceedings of the AAAI 2008 Spring Symposium, Stanford
• Haake, M., Vallinder, A., Altmejd, A. & Gulz, A. (2008): “Design for learner engagement – a look at agent sociability”. Idec III, at NordiCHI 2008.
• Gulz, A. (2008): ”Kognition, virtualitet och interaktion”. Course compendium, LUCS, Lund University.
• Gulz, A., M Haake & B. Tärning (2007): “Visual Gender and its Motivational and Cognitive Effects – a user Study”. Lund University Cognitive Studies, 137
• Gulz, A. & M Haake (2007): “ICT, learning and the potential of androgynity”. Educational Conference (pedagogisk utvecklingskonferens), Lund University, Sept 2007.
• Gulz, A., Ahlnèr, F. & Haake, M. (2007) Visual femininity and masculinity in synthetic characters & patterns of affect. In: Paiva, A., Prada. R., & Picard, R. (Eds.): Proceedings of the Second International Conference on Affective Computing and Intelligent Interaction (ACII 2007), Springer-Verlag, pp. 654-665
• Gulz, A.,, M Haake & B. Tärning (2007): “Challenging Gender Stereotypes using Virtual Pedagogical Characters”. GLIT – Gender, Learning and Information Technology - Conference, Helsingborg, Aug 2007.
• Johansson, P, Hall, L., Gulz, A., Haake, M. & Watanabe, K. (2007) Choice Blindness and Trust in the Virtual World, Technical report of Institute of Electronics, Information and Communication Engineers. (IEICE), Human Information Proceessing (HIP), Vol.107, No.60, pp. 83-86
• Lindström, P. & A Gulz (2007): “Catching eureka on the fly”. Proceedings EuroCogSci 07.
• Haake, M. & A Gulz (2007): “Virtual Pedagogical Agents: Stylisation for Engagement”. Interfaces Magazine 70, Spring 2007, 12-13. http://www.bcs-hci.org.uk/interfaces/interfaces70.pdf
• Gulz, A. & M Haake (2006): “Pedagogical agents - design guide lines regarding visual appearance and pedagogical roles”. IV International Conference on Multimedia and ICT in Education (M-ICTE2006), Sevilla, 2006
• Gulz, A. & M Haake (2006): ”Virtual Pedagogical Agents: Naturalism vs. Stylization”, Intelligent Virtual Agents, Springer, 455.
• Gulz, A. & M Haake (2006): “Visual Design of Virtual Pedagogical Agents: Naturalism versus Stylization in Static Appearance”. NordiChi 2006.
• Gustavsson, M., Balkenius. C. & C. Gulz, A. (manuscript): Making Agents Less Annoying: Towards an Animated Agent that Responds to Social Cues
• Gulz, A. & M Haake (2006): “Design of animated pedagogical agents – a look at their look and visual form”. International Journal of Human-Computer Studies, 64(4), 322-339.
• Gulz, A. (2005): “Social Enrichment by Virtual Characters – Differential Benefits” Journal of Computer Assisted Learning 21, 6 (2005), 405-418.
• Gulz, A. & M Haake (2005): “Social and visual style in virtual pedagogical agents”. UM-05 workshop on "Adapting the Interaction Style to Affective Factors".
• Gulz, A. & M Haake (2005): “Aesthetic stereotypes and virtual pedagogical agents”. International Conference on ICT, Media & Learning, Copenhagen, 2005.
• Haake, M. & A Gulz (2005): “A Look at the Roles of Look & Roles in Virtual Pedagogical Agent”, Conference on Intelligent User Interfaces, IUI, 2006
• Gulz, A. (2004): ”Benefits of Virtual Characters in Computer Based Learning Environments: Claims and Evidence”. International Journal of Artificial Intelligence in Education 14, pp 313-334, IOS Press.
• Gulz, A. & M Haake (2004): “Animated pedagogical agents – a look at the roles of looks and roles”. Workshop of Intelligent Interfaces, Maj 2004.
• Gulz, A. (2004): ”Virtuella virtuoser ökar motivationen”. Axess, nr 1 2004, s. 6-7.
Page responsible: Nils Dahlbäck
Last updated: 2013-02-08