Design principles for virtual humans in educational technology environments

Scotty D. Craig, Noah L. Schroeder

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Scopus citations

Abstract

Virtual humans are characters used as social interfaces. These characters have shown a positive impact both on social interactions and learning. The current chapter summarizes a set of design principles that span the use of virtual humans as interface elements and social elements within learning technologies. Much of the virtual human research in the learning area has investigated their use as interface elements (e.g., directing attention, information presentation). However, virtual humans’ stronger contribution comes from the role as a social interface (e.g., conversational partner, feedback, emotional support, and modeling skills). These design elements should be taken into consideration in order to support deep learning with virtual human-based systems.

Original languageEnglish (US)
Title of host publicationDeep Comprehension
Subtitle of host publicationMulti-Disciplinary Approaches to Understanding, Enhancing, and Measuring Comprehension
PublisherTaylor and Francis
Pages128-139
Number of pages12
ISBN (Electronic)9781351613279
ISBN (Print)9781315109503
DOIs
StatePublished - Jan 1 2018

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ASJC Scopus subject areas

  • Psychology(all)
  • Social Sciences(all)

Cite this

Craig, S. D., & Schroeder, N. L. (2018). Design principles for virtual humans in educational technology environments. In Deep Comprehension: Multi-Disciplinary Approaches to Understanding, Enhancing, and Measuring Comprehension (pp. 128-139). Taylor and Francis. https://doi.org/10.4324/9781315109503