Student designed virtual teacher feedback

Interactive virtual learning environments (VLEs) have significant potential to influence students' learning achievements. Characters in these VLEs can act as a virtual peers and teachers by providing empathic responses tailored to the affective state of the students. Designing appropriate dialogues and feedback will be important in achieving the desired outcomes such as increased engagement, motivation and achievement. In this paper we report our findings from a study with 19 girls in Year 8 and 9 at high school using the Omosa VLE. The study investigated student responses to the initial dialogues we designed to elicit their emotional state and provide support. Analysis of responses and alternative dialogues offered by the students revealed that the feedback provided by our characters was mostly acceptable, but further improvements should be made to include elements such as self-disclosure and more helpful dialogue.