Towards a social-cognitive framework for next-generation networked and hybrid pedagogical agent systems

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Journal/Book Title/Conference

The Annual Conference of American Educational Research Association (AERA)

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This paper seeks to identify important markers for a social-cognitive framework for an emerging paradigm of pedagogical agent systems. This paradigm involves an integrated set of agent competencies of inter-agent communications such as those that can broker peer human tutoring relationship; intelligence vested in both the agents and learning object repositories to which they have access; and the ability to function as embodied mediators for teacher or peer interaction i.e., as human proxies, rendering the agents as hybrid forms. These competencies reflect new efforts to enhance not only the anthropomorphic characteristics of agents in agent-human dyads but to create human-like affective and intelligent interactivity in a social structure that networking enables.

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