Examining Learners’ Emotional Responses to Virtual Pedagogical Agents’ Tutoring Strategies
Given the preponderance of emotions in academic settings, particularly those related to achievement emotions  and the strides in both affect and affectively-embodied and sensitive virtual pedagogical agents (VPAs) , there has been a surge in research exploring the roles and possibilities that VPAs can play in facilitating learners’ experience of positive emotions. This paper contributes to this ever-growing body of work by laying out recommendations for VPA tutorial strategies.
KeywordsPedagogical agent affect emotion intelligent tutoring systems tutoring strategies goal-setting self-regulated learning
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