Instructing a Teachable Agent with Low or High Self-Efficacy – Does Similarity Attract?

[1]  Martin Reisslein,et al.  Supporting multimedia learning with visual signalling and animated pedagogical agent: moderating effects of prior knowledge , 2015, J. Comput. Assist. Learn..

[2]  Annika Silvervarg,et al.  Ascribed Gender and Characteristics of a Visually Androgynous Teachable Agent , 2014, IVA.

[3]  Lena Pareto.  A Teachable Agent Game Engaging Primary School Children to Learn Arithmetic Concepts and Reasoning , 2014, International Journal of Artificial Intelligence in Education.

[4]  R. Mayer,et al.  The relative benefits of learning by teaching and teaching expectancy , 2013 .

[5]  Annika Silvervarg,et al.  Educational Potentials in Visually Androgynous Pedagogical Agents , 2013, AIED.

[6]  Daniel L. Schwartz,et al.  Learning by Teaching Human Pupils and Teachable Agents: The Importance of Recursive Feedback , 2013 .

[7]  Annika Silvervarg,et al.  The Effect of Visual Gender on Abuse in Conversation with ECAs , 2012, IVA.

[8]  R. Mayer,et al.  An embodiment effect in computer-based learning with animated pedagogical agents. , 2012, Journal of experimental psychology. Applied.

[9]  Catherine Good,et al.  “It's ok — Not everyone can be good at math”: Instructors with an entity theory comfort (and demotivate) students , 2012 .

[10]  Lena Pareto,et al.  A teachable-agent-based game affording collaboration and competition: evaluating math comprehension and motivation , 2012 .

[11]  Kasia Muldner,et al.  The Impact of Animated Pedagogical Agents on Girls' and Boys' Emotions, Attitudes, Behaviors and Learning , 2011, 2011 IEEE 11th International Conference on Advanced Learning Technologies.

[12]  Agneta Gulz,et al.  Transferring Teaching to Testing - An Unexplored Aspect of Teachable Agents , 2011, AIED.

[13]  Magnus Haake,et al.  A Teachable-Agent Arithmetic Game's Effects on Mathematics Understanding, Attitude and Self-efficacy , 2011, AIED.

[14]  Tara S. Behrend,et al.  Similarity effects in online training: Effects with computerized trainer agents , 2011, Comput. Hum. Behav..

[15]  Yanghee Kim,et al.  The impact of learner attributes and learner choice in an agent-based environment , 2011, Comput. Educ..

[16]  Rinat B. Rosenberg-Kima,et al.  The Influence of Computer‐based Model's Race and Gender on Female Students' Attitudes and Beliefs Towards Engineering , 2010 .

[17]  Rinat B. Rosenberg-Kima,et al.  Changing middle-school students' attitudes and performance regarding engineering with computer-based social models , 2009, Comput. Educ..

[18]  George Veletsianos,et al.  The impact and implications of virtual character expressiveness on learning and agent-learner interactions , 2009, J. Comput. Assist. Learn..

[19]  Beverly Park Woolf,et al.  Affective Gendered Learning Companions , 2009, AIED.

[20]  Daniel L. Schwartz,et al.  Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning , 2009 .

[21]  Rinat B. Rosenberg-Kima,et al.  Interface agents as social models for female students: The effects of agent visual presence and appearance on female students' attitudes and beliefs , 2008, Comput. Hum. Behav..

[22]  Ning Wang,et al.  The politeness effect: Pedagogical agents and learning outcomes , 2008, Int. J. Hum. Comput. Stud..

[23]  Yanghee Kim,et al.  Desirable Characteristics of Learning Companions , 2007, Int. J. Artif. Intell. Educ..

[24]  Zsolt Ugray,et al.  Looking at human-computer interface design: Effects of ethnicity in computer agents , 2007, Interact. Comput..

[25]  Clifford Nass,et al.  The Case for Caring Colearners: The Effects of a Computer‐Mediated Colearner Agent on Trust and Learning , 2007 .

[26]  Eun-Ju Lee,et al.  Deindividuation Effects on Group Polarization in Computer-Mediated Communication: The Role of Group Identification, Public-Self-Awareness, and Perceived Argument Quality , 2007 .

[27]  A. L. Baylor,et al.  A Social-Cognitive Framework for Pedagogical Agents as Learning Companions , 2006 .

[28]  Yanghee Kim,et al.  Scaffolding Learner Motivation through a Virtual Peer , 2006, ICLS.

[29]  Yanghee Kim,et al.  Simulating Instructional Roles through Pedagogical Agents , 2005, Int. J. Artif. Intell. Educ..

[30]  Gautam Biswas,et al.  LEARNING BY TEACHING: A NEW AGENT PARADIGM FOR EDUCATIONAL SOFTWARE , 2005, Appl. Artif. Intell..

[31]  Yanghee Kim,et al.  Pedagogical Agent Design: The Impact of Agent Realism, Gender, Ethnicity, and Instructional Role , 2004, Intelligent Tutoring Systems.

[32]  Jorge Adolfo Ramírez Uresti,et al.  Expertise, Motivation and Teaching in Learning Companion Systems , 2004, Int. J. Artif. Intell. Educ..

[33]  C. Nass,et al.  Does computer-synthesized speech manifest personality? Experimental tests of recognition, similarity-attraction, and consistency-attraction. , 2001, Journal of experimental psychology. Applied.

[34]  Clifford Nass,et al.  Consistency of personality in interactive characters: verbal cues, non-verbal cues, and user characteristics , 2000, Int. J. Hum. Comput. Stud..

[35]  Jorge Adolfo Ramírez Uresti,et al.  Should I Teach My Computer Peer? Some Issues in Teaching a Learning Companion , 2000, Intelligent Tutoring Systems.

[36]  Clifford Nass,et al.  Does computer-generated speech manifest personality? an experimental test of similarity-attraction , 2000, CHI.

[37]  A. Bandura.  Self-Efficacy: The Exercise of Control , 1997, Journal of Cognitive Psychotherapy.

[38]  A. Bandura,et al.  Multifaceted impact of self-efficacy beliefs on academic functioning. , 1996, Child development.

[39]  B. J. Fogg,et al.  Can computer personalities be human personalities? , 1995, Int. J. Hum. Comput. Stud..

[40]  S. Papert.  The children's machine: rethinking school in the age of the computer , 1993 .

[41]  D. Schunk.  reflecting positive , 2022 .

[42]  A. Bandura.  Self-efficacy: toward a unifying theory of behavioral change. , 1977, Psychological review.

[43]  D. Byrne,et al.  ATTRACTION AS A LINEAR FUNCTION OF PROPORTION OF POSITIVE REINFORCEMENTS. , 1965, Journal of personality and social psychology.

[44]  Theodore M. Newcomb,et al.  The prediction of interpersonal attraction , 1956 .

[45]  Magnus Haake,et al.  Supporting Low-Performing Students by Manipulating Self-efficacy in Digital Tutees , 2017, CogSci.

[46]  Camilla Kirkegaard,et al.  Adding Challenge to a Teachable Agent in a Virtual Learning Environment , 2016 .

[47]  Arne Jönsson,et al.  Subjective and Objective Evaluation of Conversational Agents , 2011 .

[48]  Gautam Biswas,et al.  Using Teachable Agent Feedback to Support Effective Learning-by-Teaching , 2008 .

[49]  Suzanne J. Ebbers.  The impact of social model agent type (coping, mastery) and social interaction type (vicarious, direct) on learner motivation, attitudes, social comparisons, affect, and learning performance , 2007 .

[50]  C. Dweck.  Self-theoriestheir role in motivation, personality, and development , 1999 .

[51]  P. Hietala,et al.  The Competence of Learning Companion Agents , 1997 .

[52]  Clifford Nass,et al.  The media equation - how people treat computers, television, and new media like real people and places , 1996 .

[53]  L. F. Annis.  The processes and effects of peer tutoring. , 1983 .

[54]  D. Byrne,et al.  Attraction and similarity of personality characteristics. , 1967, Journal of personality and social psychology.