Developing relationships between autonomous agents: Promoting pro-social behaviour through virtual learning environments part II

Scott Watson; Kerstin Dautenhahn; Wan Ching Steve Ho; Rafal Dawidowicz

doi:10.4018/978-1-60566-236-7.ch016

Developing relationships between autonomous agents: Promoting pro-social behaviour through virtual learning environments part II

Scott Watson
, Kerstin Dautenhahn
, Wan Ching Steve Ho
, Rafal Dawidowicz

Centre for AI and Robotics Research

Research output: Chapter in Book/Report/Conference proceeding › Chapter

2 Citations (Scopus)

Abstract

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.

Original language	English
Title of host publication	Handbook of Research on Agent-Based Societies
Subtitle of host publication	Social and Cultural Interactions
Publisher	IGI Global Publishing
Pages	229-242
Number of pages	14
ISBN (Print)	9781605662367
DOIs	https://doi.org/10.4018/978-1-60566-236-7.ch016
Publication status	Published - 1 Dec 2009

Access to Document

10.4018/978-1-60566-236-7.ch016Licence: Other

Cite this

@inbook{cde92633264f4c359f0ef299650edbe9,

title = "Developing relationships between autonomous agents: Promoting pro-social behaviour through virtual learning environments part II",

abstract = "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.",

author = "Scott Watson and Kerstin Dautenhahn and Ho, \{Wan Ching Steve\} and Rafal Dawidowicz",

year = "2009",

month = dec,

day = "1",

doi = "10.4018/978-1-60566-236-7.ch016",

language = "English",

isbn = "9781605662367",

pages = "229--242",

booktitle = "Handbook of Research on Agent-Based Societies",

publisher = "IGI Global Publishing",

address = "United States",

}

Developing relationships between autonomous agents: Promoting pro-social behaviour through virtual learning environments part II. / Watson, Scott; Dautenhahn, Kerstin; Ho, Wan Ching Steve et al.
Handbook of Research on Agent-Based Societies: Social and Cultural Interactions. IGI Global Publishing, 2009. p. 229-242.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

TY - CHAP

T1 - Developing relationships between autonomous agents

T2 - Promoting pro-social behaviour through virtual learning environments part II

AU - Watson, Scott

AU - Dautenhahn, Kerstin

AU - Ho, Wan Ching Steve

AU - Dawidowicz, Rafal

PY - 2009/12/1

Y1 - 2009/12/1

N2 - 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.

AB - 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.

UR - https://www.scopus.com/pages/publications/84901530027

U2 - 10.4018/978-1-60566-236-7.ch016

DO - 10.4018/978-1-60566-236-7.ch016

M3 - Chapter

AN - SCOPUS:84901530027

SN - 9781605662367

SP - 229

EP - 242

BT - Handbook of Research on Agent-Based Societies

PB - IGI Global Publishing

ER -

Developing relationships between autonomous agents: Promoting pro-social behaviour through virtual learning environments part II

Abstract

Access to Document

Other files and links

Fingerprint

Cite this