Authors:
Sooraj Krishna
1
and
Catherine Pelachaud
2
Affiliations:
1
ISIR, Sorbonne University, Paris, France
;
2
CNRS-ISIR, Sorbonne University, Paris, France
Keyword(s):
Pedagogical Agents, Collaborative Learning, Self-Regulated Learning, Human-agent Interaction.
Abstract:
Agents in a learning environment can have various roles and social behaviours that can influence the goals
and motivation of the learners in distinct ways. Self-regulated learning (SRL) is a comprehensive conceptual
framework that encapsulates the cognitive, metacognitive, behavioural, motivational and affective aspects of
learning and entails the processes of goal setting, monitoring progress, analyzing feedback, adjustment of
goals and actions by the learner. The study aims to understand how error-making behaviours in the peer agent
role would influence the learner perceptions of agent roles, related behaviours and self-regulation. We present
a multi-agent learning interaction involving the pedagogical agent roles of tutor and peer learner defined by
their social attitudes and competence characteristics, delivering specific regulation scaffolding strategies for
the learner. The results from the study suggests the effectiveness of error-making behaviours in peer agent for
clearly es
tablishing the pedagogical roles in a multi-agent learning interaction context along with significant
influences in self-regulation and agent competency perceptions in the learner.
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