This chapter is a continuation from Part I, which has described contemporary psychological descriptions of bullying in primary schools and two Virtual Learning Environments (VLEs) designed as anti-bullying interventions. The necessary requirements for believable, autonomous agents used in virtual learning environments are now outlined. In particular, we will describe the technical and engagement-oriented considerations that need to be made. The chapter concludes with recommendations of how to meet these needs and how to design a VLE by including potential users in the development process.
|Title of host publication||Handbook of Research on Agent-Based Societies|
|Subtitle of host publication||Social and Cultural Interactions|
|Number of pages||14|
|Publication status||Published - 1 Dec 2009|