This document describes a qualitative study that explored how learners perceive animated pedagogical agents displaying low versus high intensity emotions. The study involved interviews and reflection journals with 8 participants who interacted with an agent displaying either low or high intensity emotions. Results showed more similarities than differences between the two groups. Both groups felt agents could support learning but were also distracting. Suggestions included using agents to demonstrate concepts and provide feedback. Limitations included a small sample size and focusing only on negative emotions. The study provides insights into how emotion intensity may not impact learner perceptions of agents.

1. Enilda Romero-Hall
ID&T PhD. Candidate
Darden College of Education
Old Dominion University
Low versus High Intensity Emotion in
Animated Pedagogical Agents
A Qualitative Study
Company
LOGO

2. Overview
1. Introduction
2. Literature Review
3. Purpose Statement & Research Question
4. Operationalized Variables
5. Research Paradigm & Tradition
6. Methodology
7. Results
8. Discussion
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3. Introduction
Computer–Mediated
Instruction
Content
Representation
Animated
Pedagogical Agents
Emotion
• Web–based Instruction
• Instructional Simulations
• Serious Games
• Text
• Audio
• Images
• Animations
• Interface Agent
Characteristics
• Character Building Qualities
Text • Low Intensity
• High Intensity
Text
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4. Literature Review
 Quantitative Inquiries



Positive Results for both Learning and Learner’s Perception
(Lester et al., 1997; Atkinson, 2002)
Failed to Obtain Significant Results for Either Variable
(Adcock et al, 2006; Craig, Gholson, & Driscoll, 2002)
Mix Results
(Baylor & Riu, 2003; Bickmore & Picard, 2005).
 Qualitative Inquiries

Phenomenological Exploration - Conversational Agent
(Veletsianos & Miller, 2008)
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5. Purpose Statement &
Research Questions
Purpose
TEXT
TEXT
TEXT
TEXT
To describe the lived experiences of the learners as they interact with an
emotionally expressive animated pedagogical agent in a computer–mediated
instructional environment.
Research Questions
a. How do learners perceive low intensity emotionally
expressive agents?
b. How do learners perceive high intensity emotionally
expressive agents?
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6. Operationalized Variables
Low Intensity Emotion
-Soft emotional tone in the voice
-Eyebrow, mouth, and cheek movements were subtle and gentle
-Head movement was limited and delicate.
High Intensity Emotion
-Strong emotional tone in the voice, with very high pitch and intonation
-Eyebrow, mouth, and cheek movements were exaggerated
-Significant amount of head movement.
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7. Tradition & Paradigm
Post-Positivism
Phenomenology
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8. Methodology
Participants (8)
Educational Games
Entertainment Games
News
Research
Social Networking
Email
Distance Education Courses
Accounting/Finance
Word Processing
Data storage (i.e., data bases)
Graphics
Other (please specify)
Competent
2% 2%
4%
9%
Proficient
Expert
25%
6%
13%
50%
15%
11%
25%
4%
15%
17%
2%
Purpose of Computer Use
Experience with Computers
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9. Methodology
Individual Interviews
Data Sources
Guided Reflection Journals
Demographic Questionnaire
Coding
Transcripts
Keywords
Data Analysis
Themes
Codebook
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10. Results
Theme 1: Perceived
Importance


Could be implement to support the
learning experience of the students
(both treatments)
 Guide the student throughout the
instructional content
 Emotional cues would highlight
important content
“Animated agents were not worth the
effort” (both treatments)
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11. Results
Theme 2: Perceived
Enjoyment


Some of the critical comments were
related to the interaction controls and
lack of detail in the physical appearance
of agent - clothing (both treatments)
Complementary comments were related
to the physical appearance of the
animated agent – black male (both
treatments)
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12. Results
Theme 3: Perceived
Humanness of the Agent


All participants perceived the agent as
“professional looking”, “sharp dresser,”
“very modern” and someone that “looked
like a professor.” (both treatments)
The humanness of the agent was easily
discredited by lack of proper facial
expression of emotion or other qualities like
lack of synchronization between audio and
mouth movements (both treatments)
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13. Results
Theme 4: Perceived Barriers for
Implementation




The agent was distracting to the participant
(both treatments)
“Animated agent lack the ability to feel emotion
therefore they are not capable of expressing
emotion in a natural manner” (High intensity)
Unreliable technology and lack of trust on
technological advances (High intensity)
The students and their lack of interest on
computer–mediated environments (High
intensity)
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14. Results
Theme 5: Suggestions for
Improvement

The agent should be use to “act
things out” (Low Intensity)

The agent should provide verbal or
textual feedback (Low intensity)

Motion was a suggestion from
participants (both treatments)
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15. Discussion
-Across all themes, more similarities than differences in the lived experiences
of the participants
-Emotion intensity may not play a role in the perception of the participants
interacting with animated pedagogical agents
-Participants in both treatments suggest that animated pedagogical agents
could provide instruction that is both engaging and interesting to the learner
-There is also significant evidence that participants in both treatment felt that
the agent was distracting in some instances
-Limitation: the number of participants
-Limitation: The content was mainly negative facial and verbal emotion
expressions.
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16. Acknowledgement
Special thanks to:
Dr. Ginger Watson , Doctoral Advisor
Dr. Danica Hays, Qualitative Research Instructor
Nicole Cox, Student at Old Dominion University
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17. Question & Comments
eromero@odu.edu
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