Journal
COMPUTERS IN HUMAN BEHAVIOR
Volume 28, Issue 1, Pages 275-283Publisher
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.chb.2011.09.010
Keywords
Pedagogical agents; Non-task interactions; Off-task interactions; Learner experience; Human-computer interaction; Uncanny valley effect
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In this paper, I investigate the impact of non-task pedagogical agent behavior on learning outcomes, perceptions of agents' interaction ability, and learner experiences. Quasi-experimental results indicate that while the addition of non-task comments to an on-task tutorial may increase learning and perceptions of the agent's ability to interact with learners, this increase is not statistically significant. Further addition of non-task comments however, harms learning and perceptions of the agent's ability to interact with learners in statistically significant ways. Qualitative results reveal that on-task interactions are efficient but impersonal, while non-task interactions were memorable, but distracting. Implications include the potential for non-task interactions to create an uncanny valley effect for agent behavior. (C) 2011 Elsevier Ltd. All rights reserved.
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