Magnus Haake

TL;DR: It is argued 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 and visual rendering issues are pressing and need to be seriously addressed.

TL;DR: This article presented 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 conceptual understanding and attitudes towards mathematics.

TL;DR: A teachable-agent arithmetic game is presented and evaluated in terms of student performance, attitude and self-efficacy, and an emphasis on self- efficacy in the study as a strong predictor of math achievements.

TL;DR: Findings suggest that a dysphonic speaker's voice may force the child to allocate capacity to the processing of the voice signal at the expense of comprehension, which has implications for clinical and research settings where standardized language tests are used.

TL;DR: It is proposed that novel affordances, as well as novel drawbacks, indeed are being introduced with the use of visual stereotypes in virtual characters and knowledge on these matters can be useful both for developers of educational systems and for educators in enabling them to strengthen some pedagogical settings and activities.