Relevant bibliographies by topics / Pedagogical agent roles

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Pedagogical agent roles'

Author: Grafiati
Published: 25 May 2024
Last updated: 31 July 2025

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Journal articles on the topic "Pedagogical agent roles"

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Sorin, Cristea. "The Pedagogical Profession." Journal of Educational Theory and Practice DIDACTICA PRO... 20, no. 5 (123) (2020): 57–60. https://doi.org/10.5281/zenodo.4256638.

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The pedagogical profession is defined from a historical and conceptual, theoretical and practical perspective. It is analyzed in the current context, at the level of: a) sphere of reference, which is extended to the scale of the whole society, outlined formally and non-formally within the education system and process; b) general functions – to carry out organized activities and unorganized influences, with formative purposes, with positive and/or negative impact; c) basic structure, necessary for the exercising of the “pedagogical profession”, which can be identified and perf
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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 stu
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Kim, Yanghee, and Amy L. Baylor. "Research-Based Design of Pedagogical Agent Roles: a Review, Progress, and Recommendations." International Journal of Artificial Intelligence in Education 26, no. 1 (2015): 160–69. http://dx.doi.org/10.1007/s40593-015-0055-y.

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Graesser, Arthur C., Carol M. Forsyth, and Blair A. Lehman. "Two Heads May be Better than One: Learning from Computer Agents in Conversational Trialogues." Teachers College Record: The Voice of Scholarship in Education 119, no. 3 (2017): 1–20. http://dx.doi.org/10.1177/016146811711900309.

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Background Pedagogical agents are computerized talking heads or embodied animated avatars that help students learn by performing actions and holding conversations with the students in natural language. Dialogues occur between a tutor agent and the student in the case of AutoTutor and other intelligent tutoring systems with natural-language conversation. The agents are adaptive to the students’ actions, verbal contributions, and, in some systems, their emotions (such as boredom, confusion, and frustration). Focus of Study This paper explores several designs of trialogues (two agents interacting
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Madni, Azad M., and Carla C. Madni. "INTELLIGENT AGENTS AS SYNTHETIC ROLE PLAYERS IN SCENARIO-BASED TRAINING." Journal of Integrated Design and Process Science: Transactions of the SDPS, Official Journal of the Society for Design and Process Science 12, no. 1 (2008): 39–54. http://dx.doi.org/10.3233/jid-2008-12104.

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Intelligent agents are increasingly being exploited as synthetic role players (e.g., teammates, coaches, and opponents) in scenario-based training (SBT). However, the introduction of intelligent agents into training applications comes with its share of challenges given the unique requirements of each role. In particular, the required level of intelligence depends on the requirements of a particular role. For example, agents performing as "extras" in a scene require little or no intelligence, whereas an in situ remediation agent requires the ability to diagnose student deficiencies relative to,
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Ofer, Shlomit. "Fortune Teller and Midwife: A Reflective View on Pedagogical-Artistic Management in a Reality of Multiple Crises." Journal of Education and Training Studies 11, no. 2 (2023): 10. http://dx.doi.org/10.11114/jets.v11i2.5868.

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The academic year of 2020-2021 was characterized by multiple crises, which affected the pedagogical-artistic management of the Department of Dance at the Kibbutzim College of Education, Technology and the Arts – one of the leading colleges in Israel for training teachers of dance. These crises occurred on three levels: the global, the national, and the local. On a global level, the Covid-19 outbreak brought about limitations imposed upon the public, from which emerged extreme social tensions, coupled with a political chasm that led to four election cycles, and finally a controversial military
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Istenič, Andreja, Liliya Latypova, Violeta Rosanda, Žiga Turk, Roza Valeeva, and Xuesong Zhai. "Reluctance to Authenticity-Imbued Social Robots as Child-Interaction Partners." Education Sciences 14, no. 4 (2024): 390. http://dx.doi.org/10.3390/educsci14040390.

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We are facing the rapid development of educational technology and social robots tested in classrooms. Research has identified teachers’ caution and concerns about these robots’ social skills. Pre-service education is critical for forming beliefs and preparing teachers for the future classroom and innovations in educational technology. In the present study, exploratory factor analysis is applied to examine pre-service teachers’ concerns about social robots’ instructional integration in the role of social agents interacting with children. We apply a concerns scale encompassing the instructional
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Torrents, Carlota, Natàlia Balagué, Robert Hristovski, Maricarmen Almarcha, and J. A. Scott Kelso. "Metastable Coordination Dynamics of Collaborative Creativity in Educational Settings." Sustainability 13, no. 5 (2021): 2696. http://dx.doi.org/10.3390/su13052696.

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Educational systems consider fostering creativity and cooperation as two essential aims to nurture future sustainable citizens. The cooperative learning approach proposes different pedagogical strategies for developing creativity in students. In this paper, we conceptualize collaborative creativity under the framework of coordination dynamics and, specifically, we base it on the formation of spontaneous multiscale synergies emerging in complex living systems when interacting with cooperative/competitive environments. This conception of educational agents (students, teachers, institutions) chan
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Hulchiy, Olesia P., Iryna M. Khomenko, Nadiia M. Zakharova та Olena O. Zelikovska. "ОПЫТ ИСПОЛЬЗОВАНИЯ SMART-ТЕХНОЛОГИЙ В ПОСЛЕДИПЛОМНОМ ОБРАЗОВАНИИ ВРАЧЕЙ ПРОФИЛАКТИЧЕСКОЙ МЕДИЦИНЫ". Information Technologies and Learning Tools 65, № 3 (2018): 236. http://dx.doi.org/10.33407/itlt.v65i3.1882.

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The article describes the activities of scientific and pedagogical staff on information technology (IT) in the modernization of the educational process in the context of health reform and the development of public health in Ukraine. The major challenges and obstacles facing the institutions of postgraduate training preventive medicine physicians have been analyzed. By surveying the trainees, the authors have investigated and summarized the needs of post-graduate students for the development of their IT skills in the workplace, methods for enhancing and supporting their motivation, their vision
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Rogošić, Silvia, Ana Maskalan, and Aleta Jurki. "What are the key roles of education?" JAHR 11, no. 2 (2020): 445–65. http://dx.doi.org/10.21860/j.11.2.7.

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The position of education in society depends to a certain degree on the public opinion about what education should provide to an individual and the social community.1 In fact, in addition to the humanistic aim of education implying a versatile (complete, harmonious) or self-actualising development of an individual,2 the scientists often emphasise the social, political, and economic purpose of education. Thus, education, for example, has a very important role in ensuring economic and social progress and improving the distribution of income.3 In addition, the educational system is also viewed as
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Dissertations / Theses on the topic "Pedagogical agent roles"

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Krishna, Sooraj. "Modelling communicative behaviours for different roles of pedagogical agents." Electronic Thesis or Diss., Sorbonne université, 2021. http://www.theses.fr/2021SORUS286.

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Les agents dans un environnement d'apprentissage peuvent avoir divers rôles et comportements sociaux qui peuvent influencer les objectifs et la motivation des apprenants de différentes manières. L'apprentissage autorégulé (SRL) est un cadre conceptuel complet qui englobe les aspects cognitifs, métacognitifs, comportementaux, motivationnels et affectifs de l'apprentissage et implique les processus de définition d'objectifs, de suivi des progrès, d'analyse des commentaires, d'ajustement des objectifs et des actions de l'apprenant. Dans cette thèse, nous présentons une interaction d'apprentissage
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Flemban, Fadwa Yasin. "Animated Pedagogical Agent’s Roles and English Learners’ Prior Knowledge: The Influence on Cognitive Load, Motivation, and Vocabulary Acquisition." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7620.

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Researchers and educators have always strived for creating appropriate instructional tools and resources that help students to acquire knowledge. Animated pedagogical agents (APAs) embedded within multimedia learning settings are one of the emerging technologies that provide a powerful and supportive learning environment. According to previous studies, APAs can effectively promote learning and support social interaction with learners (Johnson & Lester, 2016; Lane, 2016). However, APAs also may cause cognitive load without providing motivational benefits in some cases and distract learners duri
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Kullberg, Helena. "Vad ska jag göra som specialpedagog? : En materiell-diskursiv analys av specialpedagogers uppdrag och yrkesroll i ett skolområde." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20827.

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Specialpedagogens uppdrag och yrkesroll har i många år uppmärksammats i forskningen, främst i förhållande till speciallärarens uppdrag och yrkesroll för att belysa likheter och skillnader. Denna studie har en ambition att bidra till att belysa vad som påverkar utformningen av en specialpedagogs uppdrag och yrkesroll. Studien är kvalitativ och utgår ifrån Karen Barads teori om agentisk realism där både mänskliga och icke-mänskliga kroppar (performativa agenter) påverkar föreställningar kring t.ex. specialpedagogens uppdrag och yrkesroll. Materia så som t.ex. styrdokument, utbildning mm och språ
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Books on the topic "Pedagogical agent roles"

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Burrows, Jared, and Clyde G. Reed. Free Improvisation as a Path-Dependent Process. Edited by George E. Lewis and Benjamin Piekut. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780195370935.013.018.

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Freely improvised music lacks commonly used mechanisms (e.g., scores, conductors, shared performance practices) that serve to coordinate choices across performers in other musical genres. This chapter analyses problems and solutions of musical coordination in free improvisation through the lens of “path dependence,” an analytic framework used in economics to model situations in which agents perceive a high pay-off to coordinating market choices. Key results in the path-dependence literature are the likelihood of multiple equilibria and “lock-in” to inferior outcomes. The interpersonal skills i
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Banerjee, Swapna M. Fathers in a Motherland. Oxford University PressDelhi, 2022. http://dx.doi.org/10.1093/oso/9789391050245.001.0001.

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Abstract Fathers in a Motherland weaves stories of fathers and children into the history of gender, family, and nation in colonial India. Focusing on the reformist Bengali Hindu and Brahmo communities, Banerjee contends that fatherhood assumed new meanings and significance in late nineteenth and early twentieth-century India. During this time of social and political change, fathers extended their roles beyond breadwinning to take an active part in rearing their children. But there were differences in fathers’ attitude towards boy- and girl-children, so fatherhood differed depending on the gend
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Book chapters on the topic "Pedagogical agent roles"

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Baylor, Amy L., and Yanghee Kim. "Pedagogical Agent Design: The Impact of Agent Realism, Gender, Ethnicity, and Instructional Role." In Intelligent Tutoring Systems. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-30139-4_56.

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Saarinen, Taina, and Ari Huhta. "The Ideal Learner as Envisioned by Can Do Statements and Grammar Revisions: How Textbook Agency Is Constructed." In New Materialist Explorations into Language Education. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-13847-8_9.

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AbstractIn this chapter, we analyse the features of textbooks that enable and facilitate their role as material agents in the classroom. Rather than analyse the ways textbooks are used in interaction with humans, we analyse the elements in the textbook itself that facilitate intra-action and the ensuing material agency. Based on a discursive analysis of self-assessment in one textbook and discussing that construct against the Finnish national core curriculum and previous research, we present an ‘ideal imaginary’ of classroom activities as construed in the textbook. This helps us understand the
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Cowley, Benjamin Ultan, Darryl Charles, Gerit Pfuhl, and Anna-Mari Rusanen. "Artificial Intelligence in Education as a Rawlsian Massively Multiplayer Game: A Thought Experiment on AI Ethics." In AI in Learning: Designing the Future. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09687-7_18.

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AbstractIn this chapter, we reflect on the deployment of artificial intelligence (AI) as a pedagogical and educational instrument and the challenges that arise to ensure transparency and fairness to staff and students . We describe a thought experiment: ‘simulation of AI in education as a massively multiplayer social online game’ (AIEd-MMOG). Here, all actors (humans, institutions, AI agents and algorithms) are required to conform to the definition of a player. Models of player behaviour that ‘understand’ the game space provide an application programming interface for typical algorithms, e.g.
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Loureiro, Clarice Moukachar Batista. "Variations of the Pedagogical Collaboration Settled Between the International Bureau of Education and Brazil: The Role of International Agents (1925–1952)." In Latin American Voices. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38882-8_14.

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Tomás, Catarina, Carolina Gonçalves, Juliana Gazzinelli, and Aline Almeida. "Children, Citizenship, and Commons: Insights from Three Case Studies in Lisbon on the 3 C's." In Educational Commons. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-51837-9_11.

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AbstractListening to children in educational settings is vital for establishing inclusive and equitable environments. This approach recognizes children as active agents and contributors to their education, enabling them to express their needs and participate in decision-making processes. By involving children in educational discourse, pedagogical practices can better align with their interests, resulting in more effective, engaging, and democratic learning experiences. The synergy between Childhood Studies and Educational Sciences underscores the necessity of heeding children’s voices to enhan
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Mavrogianni, Aristea, and Eleni Vasilaki. "Alice and the Risky Wonderland." In Advances in Social Networking and Online Communities. IGI Global, 2024. https://doi.org/10.4018/979-8-3693-4191-9.ch014.

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The authors designed pedagogical agents with dual roles to be integrated into the Geo-Histor learning environment: preventing risky behavior and promoting reading strategies aimed at improving adolescent students' metacognitive awareness. In order to reduce risky behaviors, they have incorporated the use of pedagogical agents that are deemed to be appropriate for the learning environment. To inform their design, they considered the latest research on agent anthropomorphism and voices. The preferences of 53 10th graders who participated in the preliminary study were considered in the initial de
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Pan, Weidong, and Igor Hawrysiewycz. "Assisting Learners to Dynamically Adjust Learning Processes Through Software Agents." In Software Applications. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-060-8.ch077.

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To make online learning more productive, software agent technology has been applied to provide services for learners in order to assist them to construct knowledge in constructivist ways. This paper is focused on the application of software agents in assisting learners to dynamically adjust learning processes. Unlike pedagogical agents, the agents in this application do not hold domain knowledge but simply assist learners to get through learning processes by a variety of supportive services. They assist learners to develop personalized preferred learning plans and to guide them to dynamically
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De Stefani, Magdalena. "Challenging Traditions." In Professional Development and Workplace Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch063.

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In this chapter, the author presents the case of Mariana, a Uruguayan non-native speaking teacher of English working at Lake Primary School in Uruguay. This chapter describes an action research process during which the author and a colleague reconstructed the experience of introducing a new approach to the teaching of emergent literacy with six-year-olds. In order to generate data, apart from holding a series of interviews and class observations, they engaged in Cooperative Development sessions (Edge, 2002, p. 18) using the framework to engage in “a mixture of awareness-raising and disciplined
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Heller, R., and M. Procter. "Animated Pedagogical Agents." In Dynamic Advancements in Teaching and Learning Based Technologies. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-153-9.ch004.

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The role of Animated Pedagogical Agents (APAs) depends on an understanding of the persona effect as a mechanism for increasing student engagement and motivation. We argue that historical figure applications of APAs may be helpful to identify the parameters that give rise to a persona effect. Given the importance of visual information, an experimental approach was used to examine how different image conditions would affect perception of a historical figure APA interaction. Eighty-eight participants were randomly assigned to one of three conditions; no image, static image, or animated image. Con
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Taub, Michelle, Seth A. Martin, Roger Azevedo, and Nicholas V. Mudrick. "The Role of Pedagogical Agents on Learning." In Advances in Game-Based Learning. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0125-1.ch015.

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Research on the effectiveness of Advanced Learning Technologies (ALTs) on ubiquitous learning has suggested that students are often poor at self-regulating their learning (Azevedo, Taub, & Mudrick, 2015), and as a consequence, researchers have implemented Pedagogical Agents (PAs) to help foster students' use of Cognitive, Affective, Metacognitive, and Motivational (CAMM) Self-Regulated Learning (SRL) processes (e.g., Azevedo et al., 2013; D'Mello & Graesser, 2012). Several analyses have been conducted that investigated the impact and effectiveness of PAs on learning with ALTs (Schroede
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Conference papers on the topic "Pedagogical agent roles"

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Baylor, Amy L., and PALS Research Group. "The impact of three pedagogical agent roles." In the second international joint conference. ACM Press, 2003. http://dx.doi.org/10.1145/860575.860729.

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Steynberg, Johanna, Judy Van Biljon, and Ronell Van der Merwe. "Design principles for generating real-time explanations to learners’ questions in a virtual reality learning environment using natural language generation: Practice based lessons learned from creating multiple agents in Unreal Engine 5 using ConvAI." In Eleventh International Conference on Higher Education Advances. Editorial Universitat Politècnica de València (edUPV), 2025. https://doi.org/10.4995/head25.2025.20051.

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The effectiveness of a virtual reality learning environment (VRLE) can be enhanced through adaptive instruction where pedagogical agents adjust their instruction to the learner’s actions. Despite advances in natural language processing, the lack of natural communication of pedagogical agents in a VRLE is reducing its effectiveness. Furthermore, there is a lack of design principles for developing pedagogical agents that respond intelligently to learners and can converse naturally. This paper is part of a larger study that investigates the design principles for effective pedagogical agents in VR
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Apostol, Silviu, Loredana Manasia, Catalin Stefan, and Oana Soica. "VIRTUAL PEDAGOGICAL AGENTS IN THE CONTEXT OF VIRTUAL EDUCATIONAL ENVIRONMENTS: FRAMEWORK AND THEORETICAL MODELS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-194.

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Teaching and learning are highly social activities. Seminal psychologists such as Vygotsky, Piaget, and Bandura have theorized that social interaction is a key mechanism in the process of learning and development. In particular, the benefits of peer interaction for learning and motivation in classrooms have been broadly demonstrated through empirical studies. Hence, it would be valuable if computer-based environments could support a mechanism for a peer interaction. Though no claim of peer equivalence is made, pedagogical agents as learning companions - animated digital characters functioning
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Cohn, Clayton, Joyce Horn Fonteles, Caitlin Snyder, et al. "Exploring the Design of Pedagogical Agent Roles in Collaborative STEM+C Learning." In 18th International Conference on Computer-Supported Collaborative Learning (CSCL) 2025. International Society of the Learning Sciences, 2025. https://doi.org/10.22318/cscl2025.380628.

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Ferreira, Flavia Patrícia Martins. "Teaching knowledge and the importance of the teacher as a training agent." In II Seven International Education Congress. Seven Congress, 2024. http://dx.doi.org/10.56238/iieducationcongress-009.

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This article explores the relevance of the role of the teacher as an agent of development in contemporary education. Using a qualitative literature review approach, the study examines a wide range of academic and literary sources to understand the multifaceted impact of the teacher on the educational process. The study examines the various roles played by the teacher, highlighting their essential function as a facilitator of learning, a role model, a mediator of conflicts, and an agent of social change. In addition, effective strategies to empower teachers and promote their continued professio
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Florentina, Hahaianu, and Loredana Manasia. "LEARNING ARCHITECTURE TO SUPPORT THE DEVELOPMENT OF SOCIO-EMOTIONAL INTELLIGENCE IN A COLLABORATIVE LEARNING ENVIRONMENT THROUGH THE USE OF CONVERSATIONAL AGENTS." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-172.

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Achieving goals in everyday life is also related to emotional intelligence. If traditional education brings us the practice of training of regular intelligence, we assume that digital communities of learning could better focus on socio-emotional intelligence. However, experts in the field of educational sciences postulate an evolution from the century of individual to the century of community. Our approach is to build learning environments where participants can socially interact, build and manage declarative and procedural knowledge, but also develop their competencies in socio-emotional inte
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Beggari, Nadia. "DESIGNING A MODEL OF ASSISTANCE BASED WEB SERVICES IN INTERACTIVE LEARNING ENVIRONMENT." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-099.

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This work takes place in the framework of the realization of a pedagogical assistance system in the domain of technology enhanced learning (TEL) .In this context, we defend the thesis that it is possible to integrate an interface with a pedagogical agent in an ILE (interactive learning environment) based on web service, which aims to provide pedagogical assistance adapted to the learner. our approach is based on the analysis of the course of the learner , the system allows to represent , assist and analyze the evolution of a learning situation in order to detect the assistance status (blocking
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Ramaila, Sam. "PROMOTING SELF-REGULATED LEARNING IN NATURAL SCIENCES TEACHING THROUGH TECHNOLOGY INTEGRATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end081.

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"The advent of the Fourth Industrial Revolution presents enormous opportunities for teachers to embrace digital transformation. The adoption of innovative pedagogical strategies is central to coherent development of scientific literacy in science classrooms. Coherent development of scientific literacy in science classrooms requires teachers as key agents of educational change to embrace pedagogic innovation. This study examined the role of technology integration as a sustainable means to promote self-regulated learning in Natural Sciences teaching in South African township schools. The study a
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OPREA, Oana-Miruna. "Experiențele de învățare ale cadrului didactic în crearea condițiilor de învățare pentru stimularea succesului școlar." In "Cercetarea pedagogică: exigențe contemporane și perspective de dezvoltare". Materialele conferinţei ştiinţifice internaționale. Ion Creangă Pedagogical State University, 2023. https://doi.org/10.46727/c.03-04-11-2023.p399-401.

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This article argues the power of teacher influence on student success provided by their own learning experiences. The teacher's challenge to learning is dictated by the very important roles of the modern teacher, on the one hand an expert in the act of teaching-learning-assessment, and on the other hand a motivating agent, who triggers and sustains students' interest, curiosity and desire for the learning activity. The creation of learning conditions to stimulate pupils' academic success is based on the professionalism of the teaching staff, constantly updated according to professional perform
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Terracina, A., R. Berta, F. Bordini, R. Damilano, and M. Mecella. "Teaching STEM through a Role-Playing Serious Game and Intelligent Pedagogical Agents." In 2016 IEEE 16th International Conference on Advanced Learning Technologies (ICALT). IEEE, 2016. http://dx.doi.org/10.1109/icalt.2016.121.

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Reports on the topic "Pedagogical agent roles"

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Buitrago García, Hilda Clarena. The Ins and Outs of Colombian Higher Education System. Ediciones Universidad Cooperativa de Colombia, 2023. http://dx.doi.org/10.16925/gclc.37.

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In this critical reading, the importance of learning about some aspects related to the history, evolution, regulations, achievements, and challenges of higher education in Colombia is raised. This knowledge is especially relevant for tertiary education teachers. With this purpose in mind, the beginnings of such an educational system in the colonial period, as well as the transformations and milestones reached during the various historical, political, and economic changes that our country has had, are described. A description of the current state of tertiary education in Colombia is also offere
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