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Table of contents
I Introduction
1 Context of the Thesis
1.1 Introduction
1.1.1 Embodied Conversational Agents
1.2 Research Questions
1.3 Summary of contributions
1.4 Thesis Structure
1.5 Publications
II Theoretical Background
2 Theoretical Background
2.0.1 Learning and Theories of pedagogy
2.0.2 Self-regulated learning
2.0.3 Models of SRL
2.1 Socially shared regulation model(SSRL)
2.1.1 Evidences of SSRL
2.2 Summary and insights
III Related Work
3 Related Work
3.1 Evolution of pedagogical agents
3.1.1 Computer-assisted scaffolding
3.1.2 Computer-Based Learning Environments(CBLEs)
3.2 Theories of pedagogical agents
3.3 Pedagogical agent research characteristics
3.3.1 Levels of agent design
3.3.2 Agent embodiment
3.4 Roles of pedagogical agents
3.5 Impact of pedagogical agents
3.5.1 Social and motivational outcomes
3.5.2 Learning and performance outcomes
3.6 Self-regulation and pedagogical agents
3.6.1 SSRL based systems
3.7 Limitations and Challenges
3.8 Conclusion
IV Shared Learning Interaction Design
4 Dimensional framework of pedagogical agent roles in SSRL context
4.1 Introduction
4.1.1 Regulation in learning
4.1.2 Roles of agents
4.2 Relational Framework
4.2.1 Social Attitude
4.2.2 Regulation modes
4.3 Multimodal features of pedagogical agent roles
4.3.1 Roles for External regulation
4.3.2 Roles for Co-regulation
4.4 Conclusion
5 CardBot: An affordable humanoid robot peer platform for Human Robot Interaction studies
5.1 Social robots in education
5.2 Wizard of Oz interactions in HRI
5.3 Design and Architecture
5.4 Conclusion and future perspectives
6 FRACTOS – Learning to be a Better Learner by Building Fractions
6.1 Introduction
6.2 Learning topic: Fractions
6.3 Task Framework
6.3.1 Agent implementations
6.3.2 Task Levels
6.3.3 Phases
6.4 Task instance
6.5 Wizard of Oz (Woz) Implementation
6.6 Conclusion
7 Multi-agent triadic learning interaction design in socially shared regulation context
7.1 GRETA VIB
7.2 Generation of communicative gestures
7.3 Triadic learning interaction for SSRL
7.4 Conclusion
V User Studies
8 User Study 1: Understanding user’s perception of agent roles, behaviours and the learning activity
8.1 Introduction
8.2 Related work
8.2.1 Multi-agent learning interactions
8.2.2 Self-regulated learning interactions
8.3 Research objectives
8.4 Methodology
8.4.1 System design
8.4.2 Questionnaires
8.4.3 Procedure
8.5 Hypotheses
8.6 Analysis and Results
8.6.1 Participants
8.6.2 Attitudes toward agents
8.6.3 Activity perception
8.6.4 Role perception
8.6.5 Agent perception
8.6.6 Self-regulation behaviour
8.6.7 Learning gain
8.7 Discussion
8.8 Conclusion
9 User Study 2: Understanding the impact of error making peer agent behaviours on user perceptions and self-regulation
9.1 Introduction
9.2 Related work
9.2.1 Error making peer agents
9.3 Research questions
9.3.1 Hypotheses
9.4 Methodology
9.4.1 System design
9.4.2 Questionnaires
9.4.3 Procedure
9.5 Analysis and Results
9.5.1 Participants
9.5.2 Attitude towards agents
9.5.3 Activity perception
9.5.4 Agent perception
9.5.5 Role perception
9.5.6 Self-regulation behaviour
9.5.7 Learning gain
9.5.8 Comparison with Study 1
9.6 Discussion
9.7 Conclusion
10 User Study 3: Exploring distinct modes of regulation scaffolding in SSRL context
10.1 Related work
10.1.1 Modes of regulation
10.2 Research questions
10.3 Methodology
10.3.1 Study design
10.3.2 Questionnaires
10.4 Hypotheses
10.5 Analysis and Results
10.5.1 Participants
10.5.2 Agent Perception
10.5.3 Activity Perception
10.5.4 Role perception
10.5.5 Task performance
10.5.6 Self-regulation behaviours
10.6 Discussion
10.7 Conclusion
11 User Study 4: User-driven approach for regulation scaffolding in a shared learning interaction
11.1 Introduction
11.2 Research questions
11.2.1 Hypotheses
11.3 Methodology
11.3.1 Questionnaires
11.3.2 System design
11.4 Analysis and Results
11.4.1 Participants
11.4.2 Agent Perception
11.4.3 Role perception
11.4.4 Activity Perception
11.4.5 Performance
11.4.6 Self-regulation behaviours
11.4.7 User preferences
11.5 Discussion
11.6 Conclusion
VI Conclusion
12 Conclusion and Perspectives
12.1 Summary of Contributions
12.2 Limitations
12.2.1 Agent and task limitations
12.2.2 Experimental limitations
12.3 Future perspectives
12.3.1 Pedagogical role combinations for SSRL
12.3.2 Online measurement of SRL
12.3.3 Automaticity and Adaptive scaffolding
VII Annexes
A Publications and Dissemination
B Questionnaires
Bibliography
