From the Publisher: 
A Question of Identity 
Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." 
Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. 
This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

The power of feedback.

What Video Games Have to Teach Us about Learning and Literacy

Hand and Mind: What Gestures Reveal about Thought. David McNeill. Chicago and London: University of Chicago Press, 1992. 416 pp.

Hand and Mind: What Gestures Reveal about Thought

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Mindset The New Psychology Of Success

A well-established effect of animated agents in educational and other contexts is their potential to motivate and engage. ''Increased motivation in users'' is also one of the more frequent answers given to the question, ''What is gained by adding an animated pedagogical agent to an intelligent tutoring system?'' To further develop and exploit this potential, there are, however, several issues that need to be resolved. In this article we discuss the visual form and look of animated pedagogical agents. A survey is presented of how the area is approached (and, in particular, not approached) in research on animated pedagogical agents. Two possible reasons are proposed as to why visual form and look are so little addressed are also proposed. We also propose and discuss some key aspects of look that merit a systematic approach in future research. The main thesis of the paper is that users' visuo-aesthetic experience of animated pedagogical agents is too important with respect to the goals to motivate and engage, to be treated as a secondary issue. We do not deny that there are other pressing and fundamental issues that need to be solved, such as those concerning the content of the support and the competence level of agents, as well as various design elements that can contribute to making animated agents lifelike. But we argue that visual rendering issues are pressing and need to be seriously addressed as well.

https://www.lucs.lu.se/wp-content/uploads/2011/12/jart_ijhcs_64-4_resampling01.pdf

Design of animated pedagogical agents-A look at their look

Pedagogical theory of today gives high priority to social components of learning. Within the field of computer supported learning there are many attempts to acknowledge this. One approach involves the addition of virtual characters to electronic learning environments. Such character enhanced systems are the focus of the present article. Firstly, a systematic overview is given of pedagogical benefits that have been proposed in the literature regarding character enhancement of electronic learning environments, for example increased motivation, stimulation of particular learning activities, enhanced flow of communication and fulfillment of a need for deeper personal relationships in learning. Secondly, I examine the empirical results presented in the literature with respect to the proposed positive pedagogical effects. Based on these reviews, I finally discuss possible directions for continued research and design in the field from a pedagogical point of view. I propose a research agenda for the near future and conclude with some reflections on a longer-term perspective.

https://www.lucs.lu.se/wp-content/uploads/2011/12/Gulz04.pdf

Benefits of Virtual Characters in Computer Based Learning Environments: Claims and Evidence

This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (1) conceptual understanding and (2) attitudes towards mathematics. In addition, we discuss how collaborative and competitive affordances of the game may affect understanding and motivation. 19 students played the game in pairs once a week during math lessons for 7 weeks (the game-playing group) while another 19 students followed the regular curriculum (the control group). Math comprehension scores increased significantly for the game-playing group but not the control group (p < 0.05). However, there was no significant difference in attitude change between the two groups. Post hoc analyses indicated that game-playing primarily affected students’ confidence in explaining math to a peer, but not their enjoyment of doing so. Collaborative and competitive activities seem to carry a strong motivational influence for students to play the game.

A teachable-agent-based game affording collaboration and competition: evaluating math comprehension and motivation

It is frequently held forth, within the area of virtual pedagogical characters, that such characters are beneficial for learning as they strengthen the social dimension of electronic learning environments. This article presents more details on this proposal together with a survey of corresponding empirical evidence. In addition, materials from a recently conducted empirical study are presented. Ninety school children, 12‐15-year-old, were asked (i) to grade the idea of virtual characters in electronic learning environments and (ii) to chose between a strictly task-oriented, socially ‘shallow’ and a more socially oriented pedagogical character. The participants were also asked to articulate the reasons behind their answers, and to share their thoughts and opinions on the issues. The results of the study, as well as of several of the studies reviewed, indicate that responses and attitudes towards social aspects of virtual pedagogical characters are highly divergent. In particular, the notion that social dimensions of virtual characters increase learners’ motivation and engagement may be less generally applicable in a student population than is sometimes hypothesized. An ensuing design guideline suggests interface solutions with an emphasis on flexibility regarding social orientation and communicative style in virtual characters.

https://www.lucs.lu.se/wp-content/uploads/2013/09/gulz_journal_2005.pdf

Social Enrichment by Virtual Characters--Differential Benefits.

A teachable-agent arithmetic game is presented and evaluated in terms of student performance, attitude and self-efficacy. An experimental prepost study design was used, enrolling 153 3rd and 5th grade students in Sweden. The playing group showed significantly larger gains in math performance and self-efficacy beliefs, but not in general attitude towards math, compared to control groups. The contributions in relation to previous work include a novel educational game being evaluated, and an emphasis on self-efficacy in the study as a strong predictor of math achievements.

Agneta Gulz

Papers

Design of animated pedagogical agents-A look at their look

Benefits of Virtual Characters in Computer Based Learning Environments: Claims and Evidence

A teachable-agent-based game affording collaboration and competition: evaluating math comprehension and motivation

Social Enrichment by Virtual Characters--Differential Benefits.

A teachable-agent arithmetic game's effects on mathematics understanding, attitude and self-efficacy