Animated Agents in Learning Systems

The Role and Design of Animated Agents

In the past, animated agents in learning systems were categorized as assistant-style animated agents and advisory-style animated agents. The assistant-style agent builds a relationship in which its very success creates dependency for the learner. On the other hand, the advisory-style agent builds a user relationship with the explicit goal of educating the individual. Today, the use of animated agents surpasses the role of advisor or [Page 30]assistant. Some animated agents act as support tools like virtual tutors or as help aids to instruct the learner to perform a certain task. Others present the instructional content like a virtual instructor training the learner. Some animated agents play an acting role to demonstrate examples of concepts and skills or to engage the learner in conversation. Others address motivational and volitional issues.

The aim when designing an animated agent in a learning system is to create an agent that has a lifelike persona. Overall, an agent’s behavior and appearance enhance the perception of expertise in the agent. The perception of expertise provided by the agent is referred to as contextual relevance. The contextual relevance can be defined as the conformity of an agent’s visual characteristics to the content area under which the agent purports to function. For example, an agent who looks like a scientist may be perceived to be more competent in science-related disciplines. It is also important that the agent has enough domain knowledge to support the anticipated instructional dialogues with the learner.

One of the most valuable aspects of animated agents is the possibility of customizing the agent to represent an ideal social model for a particular user or group of learners. Some key characteristics for designing motivational agents are a pleasant physical appearance, which refers to the age, status, attractiveness, and credibility of the agent. Additionally, the agent must have adequate interface agent characteristics such as agency, responsiveness, competence, and accessibility to the learner. Lastly, the agent should present good character-building qualities. Character-building qualities are animations, gestures, communication, and personality. Behaviors such as gaze, body posture, and tone of voice have a big impact on students’ impressions of agents. Most animated agents used in learning environments are technologically able to communicate both verbally and nonverbally. The most frequently used communication modality is dialogue, in which the agent provides explanation and complements the interaction with questioning. Combined, these design characteristics give the animated agent the strength needed to make the agent more believable. Believability is a suspension of disbelief in which the agent becomes competent, personable, and even alive. Ultimately, the goal of animated agent design is to create an illusion so impenetrable that the user would feel bad about doing anything that might appear hurtful to the animated character.

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