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Article
Open AccessNo child left behind, nor singled out: is it possible to combine adaptive instruction and inclusive pedagogy in early math software?
The article addresses the challenge of combining adaptive and inclusive instruction in early math software, that is, to provide different kinds of support and challenges to different individuals in response to...
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Article
Open AccessMotion capture-based animated characters for the study of speech–gesture integration
Digitally animated characters are promising tools in research studying how we integrate information from speech and visual sources such as gestures because they allow specific gesture features to be manipulate...
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Article
Open AccessPreschoolers’ Understanding of a Teachable Agent-Based Game in Early Mathematics as Reflected in their Gaze Behaviors – an Experimental Study
This study investigated how preschool children processed and understood critical information in Magical Garden, a teachable agent-based play-&-learn game targeting early math. We analyzed
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Article
Open AccessInstructing a Teachable Agent with Low or High Self-Efficacy – Does Similarity Attract?
This study examines the effects of teachable agents’ expressed self-efficacy on students. A total of 166 students, 10- to 11-years-old, used a teachable agent-based math game focusing on the base-ten number sy...
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Chapter and Conference Paper
Do Preschoolers ‘Game the System’? A Case Study of Children’s Intelligent (Mis)Use of a Teachable Agent Based Play-&-Learn Game in Mathematics
For learning to take place in digital learning environments, learners need to use educational software – more or less – as intended. However, previous studies show that some school children, instead of trying...
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Chapter and Conference Paper
Perseverance Is Crucial for Learning. “OK! but Can I Take a Break?”
In a study with 108 10- to 12-year-olds who used a digital educational game targeting history, we addressed the phenomenon of perseverance, that is, the tendency to stick with a task even when it is challengin...
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Chapter and Conference Paper
Does a Robot Tutee Increase Children’s Engagement in a Learning-by-Teaching Situation?
This paper presents initial attempts to combine a humanoid robot with the teachable agent approach. Several design choices are discussed, including the decision to use a robot instead of a virtual agent and wh...
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Chapter and Conference Paper
Physical vs. Virtual Agent Embodiment and Effects on Social Interaction
Previous work indicates that physical robots elicit more favorable social responses than virtual agents. These effects have been attributed to the physical embodiment. However, a recent meta-analysis by Li [1] su...
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Chapter
The Interrogative Model of Inquiry and Inquiry Learning
Hakkarainen and Sintonen (Sci Educ 11(1):25–43, 2002) praise the descriptive adequacy of Hintikka’s Interrogative Model of Inquiry (imi) to describe children’s practices in an inquiry-based learning context. They...
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Chapter and Conference Paper
No Child Behind nor Singled out? – Adaptive Instruction Combined with Inclusive Pedagogy in Early Math Software
We describe a unique play-&-learn game for early math, designed to provide adaptive instruction with respect to support and challenge as well as to cater for an inclusive pedagogy where no child, whether far b...
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Chapter and Conference Paper
The Relationship Between Working Memory Capacity and Students’ Behaviour in a Teachable Agent-Based Software
The current study investigated if and how students’ behaviour when using a teachable agent-based educational software were related to their working memory capacity. Thirty Swedish students aged 11–12, particip...
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Chapter and Conference Paper
From Learning Companions to Testing Companions
In three quasi-experimental studies, we investigated the effects of placing a Teachable Agent (TA) from a math game in a digital summative test. We hypothesized that the TA would affect test performance, even ...
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Chapter and Conference Paper
Ascribed Gender and Characteristics of a Visually Androgynous Teachable Agent
This paper explores how users ascribe gender to a visually androgynous teachable agent, and if and how the ascribed gender can influence the perceived personality characteristics of the agent. Previous studies...
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Chapter and Conference Paper
Introducing a Challenging Teachable Agent
This paper explores the potentials of a new type of pedagogical agent – a Challenger Teachable Agent. The aim of such a pedagogical agent is to increase engagement and motivation, and challenge students into d...
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Chapter and Conference Paper
Steps towards a Challenging Teachable Agent
This paper presents the first steps towards a new type of pedagogical agent – a Challenger Teachable Agent, CTA. The overall aim of introducing a CTA is to increase engagement and motivation and challenge stud...
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Chapter and Conference Paper
Educational Potentials in Visually Androgynous Pedagogical Agents
We report a study on student’s attitudes to a visually androgynous in comparison to a male and a female Teachable Agent (TA). Results were that overall the androgynous agent was preferred over the female and m...
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Article
A teachable-agent-based game affording collaboration and competition: evaluating math comprehension and motivation
This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (1) conceptual understanding and (2) atti...
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Chapter and Conference Paper
The Effect of Visual Gender on Abuse in Conversation with ECAs
Previous studies have shown that female ECAs are more likely to be abused than male agents, which may cement gender stereotypes. In the study reported in this paper a visually androgynous ECA in the form of a ...
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Chapter and Conference Paper
A Teachable-Agent Arithmetic Game’s Effects on Mathematics Understanding, Attitude and Self-efficacy
A teachable-agent arithmetic game is presented and evaluated in terms of student performance, attitude and self-efficacy. An experimental pre-post study design was used, enrolling 153 3 rd ...
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Chapter and Conference Paper
Extending a Teachable Agent with a Social Conversation Module – Effects on Student Experiences and Learning
The paper discusses the addition of off-task socially oriented conver sational abilities to an existing “teachable agent” (TA) in an educational game in mathematics. The purpose of this extension is to affect ...
