How the Role of a Pedagogical Conversational Agent Influences Its Perception - Initial Insights

Abstract

Pedagogical conversational agents (PCAs) can support learners, e.g., by conveying learning content. Research suggests that building a social relationship between a PCA and a user facilitates learning. However, there is not yet enough knowledge regarding which PCA role learners prefer. This paper shows the results of an experiment (n = 130) and a focus group (n = 5) in which we compared four PCA roles: PCA as a classmate in the same semester, classmate in a higher semester, tutor, and professor. The results show that learners perceive the PCA as a classmate in the same and higher semester more friendly, and the PCA as a tutor or professor more competent and trustworthy. The article offers new insights for PCA designers and expands the research base on the role design of human-like PCAs.