Student designed virtual teacher feedback

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contribution

2 Citations (Scopus)

Abstract

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.

Original languageEnglish
Title of host publicationICCAE 2017
Subtitle of host publicationProceedings of 2017 9th International Conference on Computer and Automation Engineering
Place of PublicationNew York, NY
PublisherAssociation for Computing Machinery
Pages26-30
Number of pages5
ISBN (Electronic)9781450348096
DOIs
Publication statusPublished - 18 Feb 2017
Event9th International Conference on Computer and Automation Engineering, ICCAE 2017 - Sydney, Australia
Duration: 18 Feb 201721 Feb 2017

Conference

Conference9th International Conference on Computer and Automation Engineering, ICCAE 2017
CountryAustralia
CitySydney
Period18/02/1721/02/17

Keywords

  • Empathic virtual agent
  • Omosa
  • Virtual learning environment
  • Virtual world

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