title: Building a responsive teacher: how temporal contingency of gaze interaction influences word learning with virtual tutors.
abstract: Animated pedagogical agents are lifelike virtual characters designed to augment learning. A review of developmental psychology literature led to the hypothesis that the temporal contingency of such agents would promote human learning. We developed a Pedagogical Agent with Gaze Interaction (PAGI), an experimental animated pedagogical agent that engages in gaze interaction with students. In this study, university students learned words of a foreign language, with temporally contingent PAGI (live group) or recorded version of PAGI (recorded group), which played pre-recorded sequences from live sessions. The result revealed that students in the live group scored considerably better than those in the recorded group. The finding indicates that incorporating temporal contingency of gaze interaction from a pedagogical agent has positive effect on learning.
authors.affiliation: Department of General Systems Studies , University of Tokyo Komaba , Meguro, Tokyo 153-8902, Japan ; Core Research for Evolutional Science and Technology , Japan Science and Technology Agency , Chiyoda-ku, Tokyo 102-0075, Japan.
authors.forename: Hanju
authors.initials: H
authors.lastname: Lee
authors.affiliation: Graduate School of Education , Kyoto University , Kyoto, Japan.
authors.forename: Yasuhiro
authors.initials: Y
authors.lastname: Kanakogi
authors.affiliation: Department of General Systems Studies , University of Tokyo Komaba , Meguro, Tokyo 153-8902, Japan ; Core Research for Evolutional Science and Technology , Japan Science and Technology Agency , Chiyoda-ku, Tokyo 102-0075, Japan.
authors.forename: Kazuo
authors.initials: K
authors.lastname: Hiraki
keywords: educational technology; embodied artificial agent; gaze interaction; pedagogical agent; temporal contingency