1. Zhi-Hong Chen National Central University, Taiwan

2. Educational agent Computer-simulated virtual characters which have human-like characteristics to enrich the individual learning context by virtual participants (Chou et al., 2002) 2

3. Why educational agents attract research interests (1/2) Reason #1: Advanced multimedia technology has enabled the development of educational agents with believable behaviors E.g, animated pedagogical agents with lifelike behaviors, such as nodding, eye-gazing and gestures (Johnson, Rickel, & Lester, 2000)

4. Why educational agents attract research interests (2/2) Reason #2: Potential learning benefits that educational agents bring have been reported Exploration (Hook et al., 2000) Communication (Lester et al., 1997; 1999; Johnson et al., 2000) Negotiation (Bull & Pain, 1995; Bull, 2004) Reflection & articulation (Goodman et al., 1998; Tholander et al., 1999)

5. Designing educational agents… Students’ cognitive gains are NOT the only considerable factor, affective perceptions of interacting with educational agents are also a significant factor

6. This is because… (1/2) Some studies found that students have NO enough interests to use educational systems Although they know these systems are available and good for them (Kay, 1995; Barnard & Sandberg, 1996; Bull, 2004)

7. This is because… (2/2) Another opinion is based on the reflection of TEL: “what is the main difference between educational agents and cognitive tools?” We also design many cognitive tools Educational agents should NOT be merely powerful cognitive tools, but also affective agents that can elicit students’ interest to interact, even care them

8. Animal companions (ACs) We design pet-style educational agents, animal companions, by reciprocal caring approach Students-care-agents: students nurture ACs to deepen their relationship by game playing Agents-care-students: agents provide adaptive hints/scaffoldings to help students learn

9. Buying foods and goods Competition with other ACs Nurturing AC Training AC to become stronger Students-care-agents - $

10. Deeping relationship Why computers should deepen relationship Add a new dimension to the traditional interactivity (Trappl et al., 2001) Develop the social aspect of digital learning environments (Gulz, 2005) Be more adaptive to users’ feelings (Picard, 1997) Befriend a computer (Stern, 2002) Build a long-term social-emotional relationship (Bichmore, 2003; Bichmore & Picard, 2004) 10

11. Keeper-to-pet relationship (Melson, 2001) Children have natural attachments to pets, since they both are simple, cute, and straight This kind of relationship is easily elicited (Beck & Katcher, 1996) Children learn about love, loss, loyalty, nurture, and responsibility from interacting with their pets 11

12. About virtual pets… Subjective reality A kind of psychological or emotional phenomenon towards non-perfect realistic artifacts E.g. Tamagotchi Therefore, we design animal companions as pet-style educational agents which need nurture and caring 12 (Kusahara, 2000)

13. Conceptual diagram Students-care-agentsAgents-care-students LearningGame-playing Virtual coins

14. Agents-care-students Educational agents provide adaptive helps according to individual differences ITS/AIED technologies can be applied + $ Chinese idiom learning