Beyond Robotic Wastelands of Time: Abandoned Pedagogical Agents and New Pedalled Pedagogies

Chatbots, known as pedagogical agents in educational settings, have a long history of use, beginning with Alan Turing’s work. Since then online chatbots have become embedded into the fabric of technology. Yet understandings of these technologies are inchoate and often untheorised. Integration of chatbots into educational settings over the past five years suggests an increase in interest in the ways in which chatbots might be adopted and adapted for teaching and learning. This article draws on historical literature and theories that to date have largely been ignored in order to (re)contextualise two studies that used responsive evaluation to examine the use of pedagogical agents in education. Findings suggest that emotional interactions with pedagogical agents are intrinsic to a user’s sense of trust, and that truthfulness, personalisation and emotional engagement are vital when using pedagogical agents to enhance online learning. Such findings need to be considered in the light of ways in which notions of learning are being redefined in the academy and the extent to which new literacies and new technologies are being pedalled as pedagogies in ways that undermine what higher education is, is for, and what learning means.

Pedagogies in Virtual Worlds

This chapter explores some of the central issues and dilemmas that have emerged from recent research into the pedagogical uses, impact and innovation in virtual worlds. It will begin by discussing the most popular pedagogical approaches employed within the popular virtual world Second Life, noting key trends and identifying areas of potential future growth. It will then consider the ways in which teaching, learning and assessment for Second Life are shaped by and embedded within spatial practices and proxemics, drawing partially on data from two studies undertaken by the authors. The chapter concludes by suggesting that the opportunity to do things differently when designing for disciplinary learning within these new environments, forces a reconsideration of how (virtual) learning spaces might be constituted and experienced by individual users.

Double-trouble: Negotiating Gender and Sexuality in Post-colonial Women’s Rugby in Fiji

Although women’s exclusion in sport has attracted significant attention in the western context, similar issues in relation to post-colonial societies have remained in the margins of the sociology of sport. By analysing primary, interview-based evidence, in this article we explore the challenges female rugby players face regarding gender and sexuality in Fiji; a male dominated post-colonial society. In particular, we focus on participants’ resistance to dominant cultural practices and ways in which they (re)negotiate gender norms and sexuality in a double-bind struggle against both traditional and sporting male hegemonies. We argue that the case of Fijian women rugby players illustrates an interplay between a multiplicity of power relations in sport in a post-colonial society and the resilience with which the athletes negotiate and respond to them, as well as the dynamic nature and the transformative potential of their everyday practices.