Animated pedagogical agents: an opportunity to be grasped?

Abstract

In open learning environments students are confronted with complex tasks. Learners have control over the environment and decide themselves over the use of support tools. However, research indicates that merely providing students with these tools does not result in their actual use. In this article possibilities of animated pedagogical agents to enhance the use of support tools are explored. First, a typology is constructed to describe and compare the different pedagogical agents from an instructional design perspective. Second currently available pedagogical agents are analyzed, and finally empirical research on pedagogical agents in educational settings is reviewed. The conclusion discusses future research perspectives.

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