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Journal articles on the topic 'Animated agents'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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1

Heller, R., and M. Procter. "Animated Pedagogical Agents." International Journal of Web-Based Learning and Teaching Technologies 4, no. 1 (2009): 54–65. http://dx.doi.org/10.4018/jwltt.2009010104.

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2

Jia, He (Michael), B. Kyu Kim, and Lin Ge. "Speed Up, Size Down: How Animated Movement Speed in Product Videos Influences Size Assessment and Product Evaluation." Journal of Marketing 84, no. 5 (2020): 100–116. http://dx.doi.org/10.1177/0022242920925054.

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Digital ads often display video content in which immobile products are presented as if they are moving spontaneously. Six studies demonstrate a speed-based scaling effect, such that consumers estimate the size of an immobile product to be smaller when it is animated to move faster in videos, due to the inverse size–speed association they have learned from the domain of animate agents (e.g., animals, humans). Supporting a cross-domain knowledge transfer model of learned size–speed association, this speed-based scaling effect is (1) reduced when consumers perceive a product’s movement pattern as less similar to animate agents’ movement patterns, (2) reversed when a positive size–speed association in the base domain of animate agents is made accessible, (3) attenuated for consumers who have more knowledge about the target product domain, and (4) mitigated when explicit product size information is highlighted. Furthermore, by decreasing assessed product size, fast animated movement speed can either positively or negatively influence willingness to pay, depending on consumers’ size preferences.
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3

Louwerse, Max M., Arthur C. Graesser, Shulan Lu, and Heather H. Mitchell. "Social cues in animated conversational agents." Applied Cognitive Psychology 19, no. 6 (2005): 693–704. http://dx.doi.org/10.1002/acp.1117.

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4

Yuasa, Masahide. "Do You Forgive Past Mistakes of Animated Agents? A Study of Instances of Assistance by Animated Agents." Journal of Advanced Computational Intelligence and Intelligent Informatics 24, no. 3 (2020): 404–12. http://dx.doi.org/10.20965/jaciii.2020.p0404.

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Many studies on human–computer interaction have demonstrated that the visual appearance of an agent or a robot significantly influences people’s perceptions and behaviors. Several studies on the appearance of agents/robots have concluded that consistency between expectations from an agent’s or a robot’s appearance and performances was an important factor to the continuous use of these agents/robots. This is because users would stop interacting with the agents/robots when predictions are not met by actual experiences. However, previous studies mainly focused on the consistency between an initial expectation and a performance of a single instance of a task. The influence of the orders of successes or failures for more than one instance of a task has not been examined in detail. Therefore, in this study, we investigate the order effects of how the timing of sufficient or insufficient results of animated agents affects user evaluation. This will lead to the contribution to fill the lack of studies regarding more than one task in the field of human–computer interaction and to realize the continuous use of agents/robots as long as possible and to avoid stopping to use the agents/robots owing to their successful design. We create a simulated retrieval website and conduct an experiment using retrieval assistant agents that show both sufficient and insufficient results for more than one instance of retrieval tasks. The experimental results demonstrated a recency effect wherein the users significantly revised their evaluations of the animated agents based on new information more than that based on initial evaluations. The investigation of the case of repeated instances of a task and the influence of successes or failures is important for designing intelligent agents that may show incomplete results in intelligent tasks. Furthermore, the result of this study will contribute to build strategies to design behaviors of agents/robots that have a high or low evaluation based on their appearance in advance to prevent users from stopping use of the agents/robots.
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Kappagantula, Sri Rama Kartheek, Nicoletta Adamo-Villani, Meng-Lin Wu, and Voicu Popescu. "Automatic Deictic Gestures for Animated Pedagogical Agents." IEEE Transactions on Learning Technologies 13, no. 1 (2020): 1–13. http://dx.doi.org/10.1109/tlt.2019.2922134.

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6

Cole, Ron, Tim Carmell, Pam Connors, et al. "Intelligent animated agents for interactive language training." ACM SIGCAPH Computers and the Physically Handicapped, no. 61 (June 1998): 5–10. http://dx.doi.org/10.1145/288076.288077.

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7

Baldassarri, Sandra, Eva Cerezo, and Francisco J. Seron. "Maxine: A platform for embodied animated agents." Computers & Graphics 32, no. 4 (2008): 430–37. http://dx.doi.org/10.1016/j.cag.2008.04.006.

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8

NISHIMURA, YOSHITAKA, KAZUTAKA KUSHIDA, HIROSHI DOHI, et al. "DEVELOPMENT OF MULTIMODAL PRESENTATION MARKUP LANGUAGE MPML-HR FOR HUMANOID ROBOTS AND ITS PSYCHOLOGICAL EVALUATION." International Journal of Humanoid Robotics 04, no. 01 (2007): 1–20. http://dx.doi.org/10.1142/s0219843607000947.

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Animated agents that act and speak as attendants to guests on shopping web sites are becoming increasingly popular. Inspired by this development, we propose a new method of presentation using a humanoid robot. Humanoid presentations are effective in a real environment because they can move and look around at the audience similar to a human presenter. We developed a simple script language for multimodal presentations by a humanoid robot called MPML-HR, which is a descendant of the Multimodal Presentation Markup Language (MPML) originally developed for animated agents. MPML-HR allows many non-specialists to easily write multimodal presentations for a humanoid robot. We further evaluated humanoid robots' presentation ability using MPML-HR to find the difference in audience impressions between the humanoid robot and the animated agent. Psychological evaluation was conducted to compare the impressions of a humanoid robot's presentation with an animated agent's presentation. Using the Semantic Differential (SD) method and direct questioning, we measured the difference in audience impressions between an animated agent and a humanoid robot.
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9

Ruth Agada, and Jie Yan. "Research to Improve Communication by Animated Pedagogical Agents." Journal of Next Generation Information Technology 3, no. 1 (2012): 58–69. http://dx.doi.org/10.4156/jnit.vol3.issue1.7.

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10

Atkinson, Robert K. "Optimizing learning from examples using animated pedagogical agents." Journal of Educational Psychology 94, no. 2 (2002): 416–27. http://dx.doi.org/10.1037/0022-0663.94.2.416.

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11

Rich, C., R. C. Waters, Y. Schabes, et al. "An animated on-line community with artificial agents." IEEE Multimedia 1, no. 4 (1994): 32–42. http://dx.doi.org/10.1109/93.338685.

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12

Cheney, Kyle R. "Users' preference for and perception of animated pedagogical agents." International Journal of Learning Technology 9, no. 1 (2014): 53. http://dx.doi.org/10.1504/ijlt.2014.062448.

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13

Lusk, Mary Margaret, and Robert K. Atkinson. "Animated pedagogical agents: does their degree of embodiment impact learning from static or animated worked examples?" Applied Cognitive Psychology 21, no. 6 (2007): 747–64. http://dx.doi.org/10.1002/acp.1347.

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14

Ben Mimoun, Mohammed Slim, Ingrid Poncin, and Marion Garnier. "Animated conversational agents and e-consumer productivity: The roles of agents and individual characteristics." Information & Management 54, no. 5 (2017): 545–59. http://dx.doi.org/10.1016/j.im.2016.11.008.

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15

Ergül, Esra, and Mustafa Koç. "The Role of Animated Agents in Web-based Distance Education." Procedia - Social and Behavioral Sciences 83 (July 2013): 1016–22. http://dx.doi.org/10.1016/j.sbspro.2013.06.189.

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16

Converse, S. A., J. Lester, S. T. Barlow, and S. Kahler. "Characteristics of Animated Agents that Enhance Learning and User Motivation." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 43, no. 24 (1999): 1388. http://dx.doi.org/10.1177/154193129904302406.

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17

Gulz, Agneta, and Magnus Haake. "Design of animated pedagogical agents—A look at their look." International Journal of Human-Computer Studies 64, no. 4 (2006): 322–39. http://dx.doi.org/10.1016/j.ijhcs.2005.08.006.

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18

SZAROWICZ, A., J. FRANCIK, M. MITTMANN, and P. REMAGNINO. "Layering and heterogeneity as design principles for animated embedded agents." Information Sciences 171, no. 4 (2005): 355–76. http://dx.doi.org/10.1016/j.ins.2004.09.010.

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19

Yang, Guo Wei, and Yang Yang. "Motion Models of Artificial Animals and Momentarily Continously Switching of the Models." Applied Mechanics and Materials 39 (November 2010): 295–305. http://dx.doi.org/10.4028/www.scientific.net/amm.39.295.

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Some local motion models of artificial animals and a method momentarily continuously to switch the models are given. A society behaviour system of artificial fishes based on the way and method is exploited, which can exhibit life behaviours and intelligence of animals. How momentarily continuously to switch the motion models of animated agents in the system is better settled. The system can illimitably generalizedly circularly run and has good man-computer interaction. Moreover the appearance, motion and behaviour of the animals in the system are lifelike and convinced. There are not bad visions such as ‘mutation’, ‘suddenly disappearring’, ‘jumpiness’of animated agents.
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20

Yang, Guo Wei, and Wei Liu. "Some Motion Models of Artificial Animals and Momentarily Continously Switching of the Models." Key Engineering Materials 467-469 (February 2011): 1012–17. http://dx.doi.org/10.4028/www.scientific.net/kem.467-469.1012.

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Some local motion models of artificial animals and a method momentarily continuously to switch the models are given. A society behaviour system of artificial fishes based on the way and method is exploited, which can exhibit life behaviours and intelligence of animals. How momentarily continuously to switch the motion models of animated agents in the system is better settled. The system can illimitably generalizedly circularly run and has good man-computer interaction. Moreover the appearance, motion and behaviour of the animals in the system are lifelike and convinced. There are not bad visions such as ‘mutation’, ‘suddenly disappearring’, ‘jumpiness’of animated agents.
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21

Clark, Richard E., and Sunhee Choi. "Five Design Principles for Experiments on the Effects of Animated Pedagogical Agents." Journal of Educational Computing Research 32, no. 3 (2005): 209–25. http://dx.doi.org/10.2190/7lrm-3br2-44gw-9qqy.

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Research on animated pedagogical agents (agents) is viewed as a very positive attempt to introduce more pedagogical support and motivational elements into multi-media instruction. Yet, existing empirical studies that examine the learning benefits of agents have had very mixed results, largely due to the way that they are designed. This article will suggest five design principles for future research on the impact of agents on learning and motivation including: 1) The Balanced Separation Principle describes need for adequate controls that tease out the specific type of learning and/or motivational support the agent is providing; 2) The Variety of Outcomes Principle suggests different measures to test a variety of learning and motivation outcomes that may be influenced by agents; 3) The Robust Measurement Principle advises researchers to pay special attention to the reliability and construct validity of experimenter designed measures; 4) The Cost-Effectiveness Principle recommends the collection of data on the relative cost of producing agent and non-agent treatments; and 5) The Cognitive Load Principle alerts those who plan treatments for experiments to exercise caution when developing and testing agents that are visually and aurally “noisy” or complex.
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22

ZengWei Hong, ChengHung Chuang, ChinHsien Wu, KaiYi Chin, JimMin Lin, and YenLin Chen. "Scripting Animated Conversational Agents in an Internet Multi-Agent Advertising System." Journal of Convergence Information Technology 6, no. 2 (2011): 293–305. http://dx.doi.org/10.4156/jcit.vol6.issue2.30.

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23

Andre, Elisabeth, Thomas Rist, and Jochen Muller. "Employing ai methods to control the behavior of animated interface agents." Applied Artificial Intelligence 13, no. 4-5 (1999): 415–48. http://dx.doi.org/10.1080/088395199117333.

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24

DEHN, DORIS M., and SUSANNE VAN MULKEN. "The impact of animated interface agents: a review of empirical research." International Journal of Human-Computer Studies 52, no. 1 (2000): 1–22. http://dx.doi.org/10.1006/ijhc.1999.0325.

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25

Woo, H. L. "Designing multimedia learning environments using animated pedagogical agents: factors and issues." Journal of Computer Assisted Learning 25, no. 3 (2009): 203–18. http://dx.doi.org/10.1111/j.1365-2729.2008.00299.x.

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26

Mayer, Richard E., and C. Scott DaPra. "An embodiment effect in computer-based learning with animated pedagogical agents." Journal of Experimental Psychology: Applied 18, no. 3 (2012): 239–52. http://dx.doi.org/10.1037/a0028616.

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27

Cacchione, Trix, and Federica Amici. "Cohesion as a Principle for Perceiving Objecthood." Swiss Journal of Psychology 74, no. 4 (2015): 217–28. http://dx.doi.org/10.1024/1421-0185/a000164.

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Abstract. Previous research found that cohesion manipulations (e.g., splitting an object into two parts) may have deleterious effects on infants’ object representation. The present study investigated whether the cohesion principle is relevant only when assessing the continuity of inanimate objects, or whether it is equally fundamental for the perception and representation of animate agents. In two experiments, we assessed 8-month-old infants’ tracking behavior in events in which an agent (an animated snail) was either split in half, fused together, or simply changed its shape. Infants managed to individuate fused snails and snails that had changed their shape, but failed to track split snails, even in a perception-based paradigm. This suggests that the effects of cohesion manipulation apply to animate agents as well as inanimate objects. Moreover, these results suggest that infants’ inability to track split snails is not a consequence of a violation of core principles, but rather a consequence of the increased processing demands that arise when they are tracking multiple entities moving in different directions.
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28

Lee, Hanju, Yasuhiro Kanakogi, and Kazuo Hiraki. "Building a responsive teacher: how temporal contingency of gaze interaction influences word learning with virtual tutors." Royal Society Open Science 2, no. 1 (2015): 140361. http://dx.doi.org/10.1098/rsos.140361.

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Animated pedagogical agents are lifelike virtual characters designed to augment learning. A review of developmental psychology literature led to the hypothesis that the temporal contingency of such agents would promote human learning. We developed a Pedagogical Agent with Gaze Interaction (PAGI), an experimental animated pedagogical agent that engages in gaze interaction with students. In this study, university students learned words of a foreign language, with temporally contingent PAGI (live group) or recorded version of PAGI (recorded group), which played pre-recorded sequences from live sessions. The result revealed that students in the live group scored considerably better than those in the recorded group. The finding indicates that incorporating temporal contingency of gaze interaction from a pedagogical agent has positive effect on learning.
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29

Saksiri, Benjaporn, William G. Ferrell, and Pintip Ruenwongsa. "Virtual sign animated pedagogic agents to support computer education for deaf learners." ACM SIGACCESS Accessibility and Computing, no. 86 (September 2006): 40–44. http://dx.doi.org/10.1145/1196148.1196158.

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30

Jung, Moon-Ryul, Norman Badler, and Tsukasa Noma. "Animated human agents with motion planning capability for 3D-space postural goals." Journal of Visualization and Computer Animation 5, no. 4 (1994): 225–46. http://dx.doi.org/10.1002/vis.4340050404.

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31

Behrend, Tara S., and Lori Foster Thompson. "Using animated agents in learner-controlled training: the effects of design control." International Journal of Training and Development 16, no. 4 (2012): 263–83. http://dx.doi.org/10.1111/j.1468-2419.2012.00413.x.

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32

Anasingaraju, Saikiran, Nicoletta Adamo-Villani, and Hazar Nicholas Dib. "The Contribution of Different Body Channels to the Expression of Emotion in Animated Pedagogical Agents." International Journal of Technology and Human Interaction 16, no. 4 (2020): 70–88. http://dx.doi.org/10.4018/ijthi.2020100105.

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Pedagogical agents are animated characters embedded within an e-learning environment to facilitate learning. With the growing understanding of the complex interplay between emotions and cognition, there is a need to design agents that can provide believable simulated emotional interactions with the learner. Best practices from the animation industry could be used to improve the believability of the agents. A well-known best practice is that the movements of limbs/torso/head play the most important role in conveying the character's emotion, followed by eyes/face and lip sync, respectively, in a long/medium shot. The researchers' study tested the validity of this best practice using statistical methods. It investigated the contribution of 3 body channels (torso/limbs/head, face, speech) to the expression of 5 emotions (happiness, sadness, anger, fear, surprise) in a stylized agent in a full body shot. Findings confirm the biggest contributor to the perceived believability of the animated emotion is the character's body, followed by face and speech respectively, across 4 out of 5 emotions.
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33

Zinnatov, Aynur Ayratovich, and Vlada Vladimirovna Kugurakova. "Mechanisms of Realistic Facial Expressions for Anthropomorphic Social Agents." Russian Digital Libraries Journal 23, no. 5 (2020): 1011–25. http://dx.doi.org/10.26907/1562-5419-2020-23-5-1011-1025.

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Three-dimensional facial animation has been extensively studied, but the achievement of realistic, human-like performance has not yet been decided. This article discusses various approaches for generating animated facial expressions controlled by speech. Combining the considered approaches for both facial animation, and the identification of emotions and the creation of micro-facial expressions in one system, we get a solution suitable for tasks such as game video, avatars of virtual reality or any scenario in which a speaker, speech or language is not known in advance.
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34

Gonçalves, Luiz M. G., and Fernando W. V. Silva. "Control mechanisms and local perception to support autonomous behavior in virtual animated agents." Computers & Graphics 25, no. 6 (2001): 965–82. http://dx.doi.org/10.1016/s0097-8493(01)00152-2.

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35

Rickel, Jeff, and W. Lewis Johnson. "Animated agents for procedural training in virtual reality: Perception, cognition, and motor control." Applied Artificial Intelligence 13, no. 4-5 (1999): 343–82. http://dx.doi.org/10.1080/088395199117315.

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36

Romero-Hall, E., G. S. Watson, A. Adcock, J. Bliss, and K. Adams Tufts. "Simulated environments with animated agents: effects on visual attention, emotion, performance, and perception." Journal of Computer Assisted Learning 32, no. 4 (2016): 360–73. http://dx.doi.org/10.1111/jcal.12138.

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37

Bowman, Catherine D. D. "Student use of animated pedagogical agents in a middle school science inquiry program." British Journal of Educational Technology 43, no. 3 (2011): 359–75. http://dx.doi.org/10.1111/j.1467-8535.2011.01198.x.

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38

Chin, Kai-Yi, Zeng-Wei Hong, Yueh-Min Huang, Wei-Wei Shen, and Jim-Min Lin. "Courseware development with animated pedagogical agents in learning system to improve learning motivation." Interactive Learning Environments 24, no. 3 (2013): 360–81. http://dx.doi.org/10.1080/10494820.2013.851089.

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39

Johnson, Amy M., Matthew D. DiDonato, and Martin Reisslein. "Animated agents in K-12 engineering outreach: Preferred agent characteristics across age levels." Computers in Human Behavior 29, no. 4 (2013): 1807–15. http://dx.doi.org/10.1016/j.chb.2013.02.023.

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40

Buisine, Stéphanie, and Jean-Claude Martin. "The effects of speech–gesture cooperation in animated agents’ behavior in multimedia presentations." Interacting with Computers 19, no. 4 (2007): 484–93. http://dx.doi.org/10.1016/j.intcom.2007.04.002.

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41

Lin, Lijia, Robert K. Atkinson, Robert M. Christopherson, Stacey S. Joseph, and Caroline J. Harrison. "Animated agents and learning: Does the type of verbal feedback they provide matter?" Computers & Education 67 (September 2013): 239–49. http://dx.doi.org/10.1016/j.compedu.2013.04.017.

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42

Lee-Koo, Katrina. "‘The Intolerable Impact of Armed Conflict on Children’: The United Nations Security Council and the Protection of Children in Armed Conflict." Global Responsibility to Protect 10, no. 1-2 (2018): 57–74. http://dx.doi.org/10.1163/1875984x-01001004.

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The United Nations Security Council’s Children and Armed Conflict agenda is animated by a protection ethic. While the protection of children from violence in armed conflict is entirely appropriate, this article demonstrates that the Council’s singular focus upon protection goes beyond merely appropriate, and borders upon overbearing. The article traces the ways that dominant conceptualisations of children as ‘innocent victims’ has animated an agenda that focuses primarily upon their victimisation that, in turn, reinforces the legitimacy of the protection ethic. It argues that this excludes a nuanced understanding of the lived experiences of children in conflict. In this sense, the agenda is closed to exploring the ways in which children resist, adapt, shape, and survive conflict in ways that position them as agents of their own protection and – in some circumstances – agents of community resilience amidst conflict. Ultimately, this article argues that re-visioning children’s relationship to armed conflict provides a strategy to better ensure children’s rights and reflects their relationship to peace.
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43

Gutica, Mirela, and Stephen Petrina. "Emotional Agents in Educational Game Design." International Journal of Game-Based Learning 11, no. 4 (2021): 72–89. http://dx.doi.org/10.4018/ijgbl.2021100104.

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Evaluating the subjective playing experience and engagement in learning is important in the design of advanced learning technologies (ALTs) that respond to the learners' cognitive and emotional states. This article addresses students' attitudes toward an educational game, Heroes of Math Island, and their responses to the emotional agent, an animated monkey. Fifteen students (seven boys and eight girls) from grades six and seven participated in this quasi-experimental study (pretest, intervention, post-test, followed by post-questionnaire and interview). This research presents a detailed analysis of students' subjective reactions with respect to Heroes of Math Island and to the underlying mathematics content, their learning gains and emotions triggered during gameplay, and design issues resulting from the evaluation of the game and of its emotional agent. The findings from this study inform how ALTs and educational games can be designed in order to be effective and provide emotional engagement, enjoyment, and learning.
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Buttussi, Fabio, and Luca Chittaro. "Humor and Fear Appeals in Animated Pedagogical Agents: An Evaluation in Aviation Safety Education." IEEE Transactions on Learning Technologies 13, no. 1 (2020): 63–76. http://dx.doi.org/10.1109/tlt.2019.2902401.

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45

Frechette, Casey, and Roxana Moreno. "The Roles of Animated Pedagogical Agents’ Presence and Nonverbal Communication in Multimedia Learning Environments." Journal of Media Psychology 22, no. 2 (2010): 61–72. http://dx.doi.org/10.1027/1864-1105/a000009.

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We examined how the presence and nonverbal communication of an animated pedagogical agent affects students’ perceptions and learning. College students learned about astronomy either without an agent’s image or with an agent under one of the following conditions: a static agent (S), an agent with deictic movements (D), an agent with facial expressions (E), or an agent with both deictic movements and facial expressions (DE). Group S outperformed group E on a comprehension test, but no other differences were found on students’ learning or perceptions. The results show that the presence of the studied agent – regardless of nonverbal abilities – did not produce at least a moderate effect size. Further, a static version of the agent was preferable to one with only facial expressions.
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Moreno, Roxana, Martin Reislein, and Gamze Ozogul. "Using Virtual Peers to Guide Visual Attention During Learning." Journal of Media Psychology 22, no. 2 (2010): 52–60. http://dx.doi.org/10.1027/1864-1105/a000008.

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This study tested the hypothesis that animated pedagogical agents (APAs) can effectively support students’ learning by signaling visual information in multiple-representation learning environments. Novice students learned about electrical circuit analysis with an agent-based instructional program that included circuit diagrams and the corresponding Cartesian graphs. For some students, attention to relevant parts of the display was guided by an animated arrow (A group) or the deictic movements of a pedagogical agent (P group). A control (C) group learned with no visual attention-guiding method. Group P outperformed groups C and A on a posttest and gave lower difficulty ratings than group C. The findings suggest that a promising function of APAs is to support students’ cognitive processing during learning.
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Craig, Scotty D., Barry Gholson, and David M. Driscoll. "Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features and redundancy." Journal of Educational Psychology 94, no. 2 (2002): 428–34. http://dx.doi.org/10.1037/0022-0663.94.2.428.

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48

W. Lodree, Anika, Joi L. Moore, and Juan E. Gilbert. "Effects Of Animated Agents In Web-Based Instruction On Mathematics: Achievement And Attitudes Toward Mathematics." i-manager's Journal of Educational Technology 5, no. 1 (2008): 31–37. http://dx.doi.org/10.26634/jet.5.1.560.

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49

Carlotto, Talvany, and Patricia A. Jaques. "The effects of animated pedagogical agents in an English-as-a-foreign-language learning environment." International Journal of Human-Computer Studies 95 (November 2016): 15–26. http://dx.doi.org/10.1016/j.ijhcs.2016.06.001.

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50

Pauser, Sandra, and Udo Wagner. "Judging a Book by Its Cover: Assessing the Comprehensibility and Perceived Appearance of Sign Language Avatars." Marketing ZFP 42, no. 3 (2020): 48–62. http://dx.doi.org/10.15358/0344-1369-2020-3-48.

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The use of avatars is gaining popularity in today’s digitalized world. These computer-animated agents not only act as virtual shopping assistants to compensate for the impersonal feel of an online store, but are also frequently employed in gaming and social networking, and have recently served as animated characters for translation in the deaf community. New technological developments (sign language avatars) offer significant advantages for deaf users in daily interactions. This article explores how attitudes towards avatars, and subsequent satisfaction with the design company involved, can be increased through various measures. This experimental study manipulates the physical traits of signing avatars (gender, hairstyle, and dress) and analyses the outcomes in terms of their perceived properties, appearance, and comprehensibility, as well as more direct indicators of success (attitudes towards these avatars and satisfaction with the company). An industry partner cooperated in the empirical study to ensure the external validity of the findings.
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