• Science of Emotion and Sensibility
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• v.15 no.1
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• pp.47-56
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• 2012

The purpose of this study is to test the effect of pedagogical agent realism and expertise on persona effect. There were two perspectives of the pedagogical agents' social interaction. Self-identification hypothesis argues that complexity of agent image is better to increase social interaction. Subjective identification insists that simplified image is more helpful to facilitate social interaction. However, from the cognitive load theory perspective, learners' expertise can be a major factor to determine persona effect. Sixty-eight college students (male=19 and female=49) participated. The independent variables were the degree of realism of pedagogical agent (detailed vs. simplified image) and the expertise (high prior knowledge group vs. low prior knowledge group). The dependant variables were comprehension test and the agent persona instrument (API). There was no significant difference in comprehension test score; however, there were significant interaction effect on the most constructs of API: 1) facilitating of learning, 2) credible, and 3) human-like. The follow-up analysis of simple main effect revealed that high expertise group showed significantly higher perception of the three construct with high realism of pedagogical agent. The results of study show that learners' expertise plays a key role of perception of persona effect.

• Journal of the HCI Society of Korea
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• v.12 no.1
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• pp.15-23
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• 2017

Applying the concept and components of human nature to the conversational agent in the smart home context, this study investigated the effects of the level of anthropomorphism and interaction type on the emotional user experiences and future use intention. The results of experiment study showed that the high-low condition of anthropomorphism and the voice-chatting interaction type have impacts on the perceived closeness, likability, and future use intention. That is, people evaluate the conversational agent as more close, likable, and useful when they perceive more human nature components and when in the voice interaction mode. Psychological resistance was lower in the voice than in the chatting mode regardless of the level of anthropomorphism. The results also demonstrated an interaction effect of anthropomorphism and interaction type on the future use intention: the effect of anthropomorphism existed only in the voice interaction mode. It leads to the conclusion that a conversational agent with the voice recognition interface should be designed with the higher level of human nature components for the continuous use.

• The Journal of the Korea Contents Association
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• v.22 no.2
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• pp.358-369
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• 2022

The purpose of this study is to verify the anthropomorphic design factors of pedagogical agents that can enhance user experience in learning foreign languages (English) through smartphones. In this study, when designing a pedagogical agent that delivers content, the presence or absence of the agent's image, the degree of human nature (HN), and role setting (leader vs. companion) among the anthropomorphic factors that influence facilitating learning, credibility, and engagement perception. As a result of the experiment, HN alone did not show a facilitating learning effect, and images and roles improved not only the facilitating learning effect but also other user experience factors. When HN factors were designed in combination with image and role factors, they were effective in overall user experience effects such as facilitating learning, credibility, and engagement.

• Science of Emotion and Sensibility
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• v.16 no.3
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• pp.281-292
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• 2013

The purpose of this study was to identify the effect of gesture and facial expression on persona effects. Fifty-six college students were recruited for this study, and non-verbal communication skills were applied to a pedagogical agent with gesture (conversational vs. deictic) and facial expression. The conversational gesture may have relationship with social interaction hypothesis of pedagogical agent while the deictic gesture may have relationship with attentional guidance hypothesis. The facial expression can be assumed to facilitate the social interaction between the pedagogical agent and learners. Interestingly, the conversational gesture group showed a tendency of outperforming the deictic gesture group. It may imply that the social interaction theory has a strong impact on cognitive support as well as social interaction for learners. There was a significant interaction effect on the engagement when both of facial expression and conversational gesture were applied. This result has two implications. First, facial expression can facilitate the persona effect for engagement.

• 한국HCI학회:학술대회논문집
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• 2007.02b
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• pp.518-525
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• 2007

컴퓨터와 사용자와의 효과적인 정서적 상호작용의 도구로서 의인화된 형태의 인터페이스 에이전트의 정서 표현에 대한 연구가 진행되어 왔다. 기존의 연구는 의인화된 인터페이스 에이전트가 어떤 정서를 표현하는가에 초점을 두고 있다. 그러나 인간과의 원활한 정서적 상호작용에 영향을 미치는 것은 어떤 정서인가의 문제만이 아니다. 인간은 타인의 상황과 정서에 공감하는 방식으로 정서를 표현하는 상대를 더 긍정적으로 평가한다. 또한 공감하는 방식의 정서 표현은 사회적으로 적용되는 성별 고정관념에 따라 여성적 속성으로 분류된다. 따라서 공감하는 방식의 정서 표현이라 하더라도 표현의 주체가 남성이냐 여성이냐에 따라 상대방의 인식이 달라질 수 있다. 본 연구는 인간간의 사회적 관계에서 일어나는 공감적인 정서 표현과 표현하는 주체의 성별의 효과가 인간-인터페이스 에이전트간의 상호작용에서도 나타나는지를 검증하기 위하여 참가자와 인터페이스 에이전트가 함께 게임에 참여하는 과제를 실시하고 인터페이스 에이전트의 성별, 참가자의 성별, 얼굴 표정과 말을 통한 정서 표현의 공감 여부(타인의 상황에 공감하는 정서 표현 - 자신의 상황에 대한 정서 표현), 정서 표현 여부(얼굴 표정과 말로 정서를 표현 - 정서가 배제된 무표정과 말)에 따라 인터페이스 에이전트에 대해 참가자가 지각한 배려, 호감, 신뢰, 지능, 지배, 순종이 어떻게 다른지를 측정하는 실험을 실시했다. 그 결과, 타인의 상황과 정서에 공감하는 방식으로 정서를 표현하는 에이전트의 배려, 지능, 순종적 성향을 높게 평가하는 것으로 나타났다. 남성 에이전트의 경우, 정서를 표현하거나 정서가 배제된 표현을 하는 조건에 관계없이 참가자가 지각하는 배려와 호감의 차이가 없었으나, 여성 에이전트의 경우 정서를 표현하는 조건에서 배려와 호감이 높은 것으로 평가되었다. 반대로 참가자가 인터페이스 에이전트에 대해 갖는 신뢰에 대해서 여성 에이전트의 경우, 정서를 표현하거나 정서가 배제된 표현을 하는 조건에 관계없이 참가자가 느끼는 신뢰의 차이가 없었으나 남성 에이전트의 경우, 정서가 배제된 표현을 하는 에이전트에게 더 높은 신뢰를 보였다. 또한 남성 참가자에 비해 여성 참가자가 에이전트의 배려, 호감, 지능, 순종을 높게 평가하는 경향을 보였다. 본 연구의 결과는 사용자와 인터페이스 에이전트 간의 원활한 정서적 상호작용을 위해서는 어떤 정서를 표현할 것인지 뿐만 아니라 누구에 대한 정서를 어떻게 표현하는지, 정서를 표현하는 에이전트가 남성인지 여성인지, 에이전트와 상호작용하는 사용자가 남성인지, 여성인지를 고려할 필요가 있음을 시사하고 있다.

• Science of Emotion and Sensibility
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• v.25 no.3
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• pp.15-32
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• 2022

This study seeks to clarify the mechanisms of anthropomorphism and positive user experience. This study adopts the "computers are social actors" (CASA) paradigm to verify the causal relationship between social response and anthropomorphism and correctly explicate this paradigm. The intimacy-forming and anthropomorphizing effects of deep self-disclosure in interpersonal relationships were replicated in relationships between humans and conversational agents to induce both social response and anthropomorphism. Then, the mediating effect of intimacy on the anthropomorphizing effect of deep self-disclosure was explored with psychological models that revealed the causal relationships between social connections, including intimacy and anthropomorphism. Furthermore, we explored how intimacy and anthropomorphism trigger positive user experiences. The results demonstrated that the deeper the self-disclosure depth was, the more intimate and humanly the agent was perceived and the more positive the user experience was. In addition, the effect of self-disclosure depth on anthropomorphism and positive user experience was completely mediated by intimacy. This means that when using a computer with interpersonal characteristics, people anthropomorphize it and have a positive experience because people react socially to objects with social cues. This study bridges the gap between the CASA paradigm and anthropomorphism research, suggesting the possibility of psychological explanations for the principle of human-computer interactions. In addition, it explicates the mechanism of anthropomorphism and positive user experience, emphasizing the importance of social response-that is, intimacy.

• The Journal of Korean Association of Computer Education
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• v.15 no.1
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• pp.55-64
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• 2012

The purpose of this study is to identify how realism of pedagogical agent can have impacts on persona effect and cognitive load factors. Eighty-two college students participated, and the independent variables of this study were the degree of image details and presence of gesture. The degree of image details were picture, illustration, and line-drawing. The $3{\times}2$ factorial design was applied. There was a significant interaction effect on the engaging of agent persona instrument. When the learners were under the condition of line-drawing agent without gesture, they showed the highest score on engaging of the agent persona instrument. Regarding the cognitive load factors, when learners under the condition of line-drawing showed the highest score of self-evaluation.

• The Journal of the Convergence on Culture Technology
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• v.8 no.1
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• pp.551-563
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• 2022

This study aims to identify the effect on the user experiences when the embodied agent in a self-driving car interacts with emotional expressions by using 'interjection'. An experimental study was designed with two conditions: the inclusion of injections in the agent's conversation feedbacks (with interjections vs. without interjections) and the type of conversation (task-oriented conversation vs. social-oriented conversation). The online experiment was conducted with the four video clips of conversation scenario treatments and measured intimacy, likability, trust, social presence, perceived anthropomorphism, and future intention to use. The result showed that when the agent used interjection, the main effect on social presence was found in both conversation types. When the agent did not use interjection in the task-oriented conversation, trust and future intention to use were higher than when the agent talked with emotional expressions. In the context of the conversation with the AI agent in a self-driving car, we found only the effect of adding emotional expression by using interjection on the enhancing social presence, but no effect on the other user experience factors.

• Science of Emotion and Sensibility
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• v.10 no.4
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• pp.523-538
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• 2007

This study examined effects of gender and empathic emotional expression of an anthropomorphic interface agent on users. assessment of the agent. In addition, it examined effects of gender and emotional expression regardless of whether visual fidelity of the agent. In Study 1, The agents were manipulated by photographs of human face. The agent expressed empathic emotion by making an other-oriented emotional response congruent with another's perceived welfare. Subjects participated in a task with the agent and then they assessed the agent by rating interpersonal assessment scale. The result reported their preference to the female agent. In addition, they tended to make positive assessment to the agent of opposite gender. In the study 2, gender and expressed emotion of the agent with low fidelity was manipulated. Subjects participated in a task with the agent and then they assessed the agent by rating the same interpersonal assessment scale as study 1. The result reported their preference to the female agent. In addition, they preferred the agent expressing empathic emotion to the agent expressing self-oriented emotion or no emotion. Though the agent had low visual fidelity, its gender and expressed empathic emotion could make a significant effect on users' assessment.

• 한국HCI학회:학술대회논문집
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• 2008.02a
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• pp.168-173
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• 2008

Recently, many researchers have studied on agent-based edutainment systems to improve students' learning experience. In this paper, we present AR Gardening which makes users experience interactive flower gardening with a bluebird, a learning companion agent, squatting in an augmented picture. The proposed system augments the animated bluebird to support interactive edutainment experiences. The bluebird perceives users' actions as well as environmental situations. It then appraises situational information to provide participants with problem-solving guidelines. Moreover, the bluebird responds like a companion than an instructor through anthropomorphic expression. To demonstrate our work, we exhibited the implemented AR Gardening and reviewed participants' responses to the system. In this exhibition, we could find that the learning companion-like bluebird helped users experience how to properly grow the flower in our educational setting. Ultimately, we expect that an augmented peer learning agent is one of the key factors for developing effective edutainment applications.