<s>
A	O
pedagogical	B-Protocol
agent	I-Protocol
is	O
a	O
concept	O
borrowed	O
from	O
computer	B-General_Concept
science	I-General_Concept
and	O
artificial	B-Application
intelligence	I-Application
and	O
applied	O
to	O
education	O
,	O
usually	O
as	O
part	O
of	O
an	O
intelligent	O
tutoring	O
system	O
(	O
ITS	O
)	O
.	O
</s>
<s>
A	O
pedagogical	B-Protocol
agent	I-Protocol
is	O
designed	O
to	O
model	O
the	O
type	O
of	O
interactions	O
between	O
a	O
student	O
and	O
another	O
person	O
.	O
</s>
<s>
A	O
pedagogical	B-Protocol
agent	I-Protocol
can	O
be	O
assigned	O
different	O
roles	O
in	O
the	O
learning	O
environment	O
,	O
such	O
as	O
tutor	O
or	O
co-learner	O
,	O
depending	O
on	O
the	O
desired	O
purpose	O
of	O
the	O
agent	O
.	O
</s>
<s>
The	O
history	O
of	O
Pedagogical	B-Protocol
Agents	I-Protocol
is	O
closely	O
aligned	O
with	O
the	O
history	O
of	O
computer	O
animation	O
.	O
</s>
<s>
The	O
first	O
versions	O
of	O
a	O
pedagogical	B-Protocol
agent	I-Protocol
were	O
more	O
cartoon	O
than	O
person	O
,	O
like	O
Microsoft	O
's	O
Clippy	B-General_Concept
which	O
helped	O
users	O
of	O
Microsoft	O
Office	O
load	O
and	O
use	O
the	O
program	O
's	O
features	O
in	O
1997	O
.	O
</s>
<s>
However	O
,	O
with	O
developments	O
in	O
computer	O
animation	O
,	O
pedagogical	B-Protocol
agents	I-Protocol
can	O
now	O
look	O
lifelike	O
.	O
</s>
<s>
By	O
2006	O
there	O
was	O
a	O
call	O
to	O
develop	O
modular	O
,	O
reusable	O
agents	O
to	O
decrease	O
the	O
time	O
and	O
expertise	O
required	O
to	O
create	O
a	O
pedagogical	B-Protocol
agent	I-Protocol
.	O
</s>
<s>
The	O
standardization	O
and	O
re-usability	O
of	O
pedagogical	B-Protocol
agents	I-Protocol
is	O
less	O
of	O
an	O
issue	O
since	O
the	O
decrease	O
in	O
cost	O
and	O
widespread	O
availability	O
of	O
animation	O
tools	O
.	O
</s>
<s>
Individualized	O
pedagogical	B-Protocol
agents	I-Protocol
can	O
be	O
found	O
across	O
disciplines	O
including	O
medicine	O
,	O
math	O
,	O
law	O
,	O
language	O
learning	O
,	O
automotive	O
,	O
and	O
armed	O
forces	O
.	O
</s>
<s>
Pedagogical	B-Protocol
agents	I-Protocol
can	O
be	O
designed	O
to	O
assist	O
the	O
cognitive	O
transfer	O
to	O
the	O
learner	O
,	O
operating	O
as	O
artifacts	O
or	O
partners	O
with	O
collaborative	O
role	O
in	O
learning	O
.	O
</s>
<s>
To	O
support	O
the	O
performance	O
of	O
an	O
action	O
by	O
the	O
user	O
,	O
the	O
pedagogical	B-Protocol
agent	I-Protocol
can	O
act	O
as	O
a	O
cognitive	O
tool	O
as	O
long	O
as	O
the	O
agent	O
is	O
equipped	O
with	O
the	O
knowledge	O
that	O
the	O
user	O
lacks	O
.	O
</s>
<s>
The	O
interactions	O
between	O
the	O
user	O
and	O
the	O
pedagogical	B-Protocol
agent	I-Protocol
can	O
facilitate	O
a	O
social	O
relationship	O
.	O
</s>
<s>
The	O
pedagogical	B-Protocol
agent	I-Protocol
may	O
fulfill	O
the	O
role	O
of	O
a	O
working	O
partner	O
.	O
</s>
<s>
A	O
pedagogical	B-Protocol
agent	I-Protocol
can	O
:	O
intervene	O
when	O
the	O
user	O
requests	O
,	O
provide	O
support	O
for	O
tasks	O
that	O
the	O
user	O
cannot	O
address	O
,	O
and	O
potentially	O
extend	O
the	O
learners	O
cognitive	O
reach	O
.	O
</s>
<s>
Interaction	O
with	O
the	O
pedagogical	B-Protocol
agent	I-Protocol
may	O
elicit	O
a	O
variety	O
of	O
emotions	O
from	O
the	O
learner	O
.	O
</s>
<s>
A	O
pedagogical	B-Protocol
agent	I-Protocol
can	O
increase	O
the	O
user	O
's	O
cognitive	O
load	O
by	O
distracting	O
them	O
and	O
becoming	O
the	O
focus	O
of	O
their	O
attention	O
,	O
causing	O
split	O
attention	O
between	O
the	O
instructional	O
material	O
and	O
the	O
agent	O
.	O
</s>
<s>
It	O
has	O
been	O
suggested	O
by	O
researchers	O
that	O
pedagogical	B-Protocol
agents	I-Protocol
may	O
take	O
on	O
different	O
roles	O
in	O
the	O
learning	O
environment	O
.	O
</s>
<s>
A	O
pedagogical	B-Protocol
agent	I-Protocol
as	O
a	O
tutor	O
has	O
not	O
been	O
demonstrated	O
to	O
add	O
any	O
benefit	O
to	O
an	O
educational	O
strategy	O
in	O
equivalent	O
lessons	O
with	O
and	O
without	O
a	O
pedagogical	B-Protocol
agent	I-Protocol
.	O
</s>
<s>
According	O
to	O
Richard	O
Mayer	O
,	O
there	O
is	O
some	O
support	O
in	O
research	O
for	O
pedagogical	B-Protocol
agent	I-Protocol
increasing	O
learning	O
,	O
but	O
only	O
as	O
a	O
presenter	O
of	O
social	O
cues	O
.	O
</s>
<s>
A	O
co-learner	O
pedagogical	B-Protocol
agent	I-Protocol
is	O
believed	O
to	O
increase	O
the	O
student	O
's	O
self-efficacy	O
.	O
</s>
<s>
By	O
pointing	O
out	O
important	O
features	O
of	O
instructional	O
content	O
,	O
a	O
pedagogical	B-Protocol
agent	I-Protocol
can	O
fulfill	O
the	O
signaling	O
function	O
,	O
which	O
research	O
on	O
multimedia	O
learning	O
has	O
shown	O
to	O
enhance	O
learning	O
.	O
</s>
<s>
Research	O
has	O
demonstrated	O
that	O
human-human	O
interaction	O
may	O
not	O
be	O
completely	O
replaced	O
by	O
pedagogical	B-Protocol
agents	I-Protocol
,	O
but	O
learners	O
may	O
prefer	O
the	O
agents	O
to	O
non-agent	O
multimedia	O
systems	O
.	O
</s>
<s>
Much	O
like	O
the	O
varying	O
effectiveness	O
of	O
the	O
pedagogical	B-Protocol
agent	I-Protocol
roles	O
in	O
the	O
learning	O
environment	O
,	O
agents	O
that	O
take	O
into	O
account	O
the	O
user	O
's	O
affect	O
have	O
had	O
mixed	O
results	O
.	O
</s>
<s>
Research	O
has	O
shown	O
pedagogical	B-Protocol
agents	I-Protocol
that	O
make	O
use	O
of	O
the	O
users’	O
affect	O
have	O
been	O
found	O
to	O
increase	O
user	O
knowledge	O
retention	O
,	O
motivation	O
,	O
and	O
perceived	O
self-efficacy	O
.	O
</s>
<s>
The	O
appearance	O
of	O
a	O
pedagogical	B-Protocol
agent	I-Protocol
can	O
be	O
manipulated	O
to	O
meet	O
the	O
learning	O
requirements	O
.	O
</s>
<s>
The	O
attractiveness	O
of	O
a	O
pedagogical	B-Protocol
agent	I-Protocol
can	O
enhance	O
student	O
's	O
learning	O
when	O
the	O
users	O
were	O
the	O
opposite	O
gender	O
of	O
the	O
pedagogical	B-Protocol
agent	I-Protocol
.	O
</s>
<s>
Male	O
students	O
prefer	O
a	O
sexy	O
appearance	O
of	O
a	O
female	O
pedagogical	B-Protocol
agents	I-Protocol
and	O
dislike	O
the	O
sexy	O
appearance	O
of	O
male	O
agents	O
.	O
</s>
<s>
Female	O
students	O
were	O
not	O
attracted	O
by	O
the	O
sexy	O
appearance	O
of	O
either	O
male	O
or	O
female	O
pedagogical	B-Protocol
agents	I-Protocol
.	O
</s>
<s>
Pedagogical	B-Protocol
agents	I-Protocol
have	O
reached	O
a	O
point	O
where	O
they	O
can	O
convey	O
and	O
elicit	O
emotion	O
,	O
but	O
also	O
reason	O
about	O
and	O
respond	O
to	O
it	O
.	O
</s>
<s>
Specifically	O
in	O
education	O
and	O
training	O
applications	O
,	O
pedagogical	B-Protocol
agents	I-Protocol
are	O
often	O
designed	O
to	O
increasingly	O
recognize	O
when	O
users	O
or	O
learners	O
exhibit	O
frustration	O
,	O
boredom	O
,	O
confusion	O
,	O
and	O
states	O
of	O
flow	O
.	O
</s>
<s>
The	O
design	O
of	O
a	O
pedagogical	B-Protocol
agent	I-Protocol
often	O
begins	O
with	O
its	O
digital	O
representation	O
,	O
whether	O
it	O
will	O
be	O
2D	O
or	O
3D	O
and	O
static	O
or	O
animated	O
.	O
</s>
<s>
Several	O
studies	O
have	O
developed	O
pedagogical	B-Protocol
agents	I-Protocol
that	O
were	O
both	O
static	O
and	O
animated	O
,	O
then	O
evaluated	O
the	O
relative	O
benefits	O
.	O
</s>
<s>
However	O
,	O
several	O
other	O
studies	O
found	O
user	O
's	O
learned	O
more	O
when	O
the	O
pedagogical	B-Protocol
agent	I-Protocol
was	O
animated	O
rather	O
than	O
static	O
.	O
</s>
<s>
Recently	O
a	O
meta-analysis	O
of	O
such	O
research	O
found	O
a	O
negligible	O
improvement	O
in	O
learning	O
via	O
pedagogical	B-Protocol
agents	I-Protocol
,	O
suggesting	O
more	O
work	O
needs	O
to	O
be	O
done	O
in	O
the	O
area	O
to	O
support	O
any	O
claims	O
.	O
</s>
