Understanding Visual Characteristics in Virtual Digital Assistants that Support Positive Affect in Learning Elementary Science

• In Event: Roundtable Session 34
  In Roundtable Session: Considerations in the Design of Technology-Enhanced Teaching and Learning

Abstract

A promising emerging capability of computer-based learning environments is the use of virtual assistants to provide both affective and cognitive support for learning science. Of interest in this study were visual characteristics of the assistant that engender positive affect in students. A total of 24 students participated in focus groups to provide feedback on illustrations of avatars representing the virtual assistant. Non-human avatars were preferred overall, in part because students tended to have stronger positive and negative responses to human avatars based on alignment with their own race and gender. Also of importance was the perceived affective state of the avatar and whether they were considered an outsider from school settings.

Authors

• Eric N. Wiebe, North Carolina State University

• Jennifer London, North Carolina State University

• John Curtin Bedward, Buena Vista University

• Marc Russo, North Carolina State University

• Bradford Mott, North Carolina State University

• Robert Taylor, North Carolina State University

• James Lester, North Carolina State University