Examining Learners' Emotional Responses to Virtual Pedagogical Agents' Tutoring Strategies

Given the preponderance of emotions in academic settings, particularly those related to achievement emotions [1] and the strides in both affect and affectively-embodied and sensitive virtual pedagogical agents (VPAs) [2], 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.