1 resultado para Person-environment interaction
em Worcester Research and Publications - Worcester Research and Publications - UK
Filtro por publicador
- Repository Napier (1)
- Aberdeen University (1)
- Academic Archive On-line (Stockholm University; Sweden) (1)
- Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España (1)
- AMS Tesi di Dottorato - Alm@DL - Università di Bologna (3)
- Aquatic Commons (1)
- ArchiMeD - Elektronische Publikationen der Universität Mainz - Alemanha (1)
- Archive of European Integration (1)
- Aston University Research Archive (18)
- Biblioteca de Teses e Dissertações da USP (2)
- Biblioteca Digital | Sistema Integrado de Documentación | UNCuyo - UNCUYO. UNIVERSIDAD NACIONAL DE CUYO. (2)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (16)
- Biblioteca Digital da Produção Intelectual da Universidade de São Paulo (BDPI/USP) (3)
- Bioline International (1)
- BORIS: Bern Open Repository and Information System - Berna - Suiça (24)
- Boston University Digital Common (1)
- Brock University, Canada (6)
- Bucknell University Digital Commons - Pensilvania - USA (3)
- Bulgarian Digital Mathematics Library at IMI-BAS (1)
- CaltechTHESIS (3)
- Cambridge University Engineering Department Publications Database (6)
- CentAUR: Central Archive University of Reading - UK (47)
- Central European University - Research Support Scheme (2)
- Chinese Academy of Sciences Institutional Repositories Grid Portal (9)
- Collection Of Biostatistics Research Archive (1)
- Comissão Econômica para a América Latina e o Caribe (CEPAL) (2)
- CORA - Cork Open Research Archive - University College Cork - Ireland (7)
- Corvinus Research Archive - The institutional repository for the Corvinus University of Budapest (1)
- Dalarna University College Electronic Archive (4)
- Deakin Research Online - Australia (57)
- Digital Commons - Michigan Tech (1)
- Digital Commons @ DU | University of Denver Research (1)
- Digital Commons at Florida International University (7)
- Digital Peer Publishing (5)
- DigitalCommons@The Texas Medical Center (11)
- DigitalCommons@University of Nebraska - Lincoln (1)
- DRUM (Digital Repository at the University of Maryland) (3)
- Duke University (3)
- eResearch Archive - Queensland Department of Agriculture; Fisheries and Forestry (16)
- Glasgow Theses Service (1)
- Greenwich Academic Literature Archive - UK (5)
- Helda - Digital Repository of University of Helsinki (14)
- Indian Institute of Science - Bangalore - Índia (8)
- Instituto Nacional de Saúde de Portugal (1)
- Instituto Politécnico de Castelo Branco - Portugal (1)
- Instituto Politécnico do Porto, Portugal (1)
- Instituto Superior de Psicologia Aplicada - Lisboa (1)
- Lume - Repositório Digital da Universidade Federal do Rio Grande do Sul (1)
- Memoria Académica - FaHCE, UNLP - Argentina (3)
- National Center for Biotechnology Information - NCBI (8)
- Open University Netherlands (1)
- Plymouth Marine Science Electronic Archive (PlyMSEA) (5)
- Portal de Revistas Científicas Complutenses - Espanha (1)
- Publishing Network for Geoscientific & Environmental Data (1)
- QUB Research Portal - Research Directory and Institutional Repository for Queen's University Belfast (30)
- Queensland University of Technology - ePrints Archive (333)
- Repositorio Académico de la Universidad Nacional de Costa Rica (1)
- Repositório Alice (Acesso Livre à Informação Científica da Embrapa / Repository Open Access to Scientific Information from Embrapa) (4)
- Repositório Científico da Universidade de Évora - Portugal (2)
- Repositório Científico do Instituto Politécnico de Lisboa - Portugal (1)
- Repositório digital da Fundação Getúlio Vargas - FGV (1)
- Repositorio Institucional da UFLA (RIUFLA) (1)
- Repositório Institucional da Universidade de Aveiro - Portugal (2)
- Repositório Institucional da Universidade de Brasília (1)
- Repositório Institucional da Universidade Federal do Rio Grande do Norte (1)
- Repositório Institucional da Universidade Tecnológica Federal do Paraná (RIUT) (1)
- Repositorio Institucional de la Universidad de La Laguna (1)
- Repositorio Institucional de la Universidad de Málaga (1)
- Repositório Institucional UNESP - Universidade Estadual Paulista "Julio de Mesquita Filho" (104)
- Research Open Access Repository of the University of East London. (2)
- Royal College of Art Research Repository - Uninet Kingdom (1)
- RUN (Repositório da Universidade Nova de Lisboa) - FCT (Faculdade de Cienecias e Technologia), Universidade Nova de Lisboa (UNL), Portugal (3)
- SAPIENTIA - Universidade do Algarve - Portugal (2)
- Universidad de Alicante (2)
- Universidad del Rosario, Colombia (5)
- Universidad Politécnica de Madrid (18)
- Universidade de Lisboa - Repositório Aberto (2)
- Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) (1)
- Universidade Federal de Uberlândia (1)
- Universidade Federal do Pará (4)
- Universidade Federal do Rio Grande do Norte (UFRN) (10)
- Universidade Metodista de São Paulo (1)
- Universidade Técnica de Lisboa (1)
- Universita di Parma (1)
- Universitat de Girona, Spain (1)
- Universitätsbibliothek Kassel, Universität Kassel, Germany (1)
- Université de Lausanne, Switzerland (1)
- Université de Montréal (2)
- Université de Montréal, Canada (16)
- Université Laval Mémoires et thèses électroniques (2)
- University of Michigan (2)
- University of Queensland eSpace - Australia (23)
- University of Washington (2)
- WestminsterResearch - UK (2)
- Worcester Research and Publications - Worcester Research and Publications - UK (1)
Resumo:
Online chatbots (also known as pedagogical agents or virtual assistants) are becoming embedded into the fabric of technology, both in educational and commercial settings. Yet understanding of these technologies is inchoate and often untheorised, influenced by individuals’ willingness to trust technologies, aesthetic appearance of the chatbot and technical literacy, among other factors. This paper draws upon data from two research studies that evaluated students’ experiences of using pedagogical agents in education using responsive evaluation. The findings suggest that emotional connections with pedagogical agents were intrinsic to the user’s sense of trust and therefore likely to affect levels of truthfulness and engagement. They also indicate that the topic of the pedagogical agent-student interaction is key to the student’s experience. The implications of these studies are that truthfulness, personalisation and emotional engagement are all vital components in using pedagogical agents to enhance online learning.