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Developing Relationships Between Autonomous Agents: Promoting Pro-Social Behaviour Through Virtual Learning Environments Part II

Developing Relationships Between Autonomous Agents: Promoting Pro-Social Behaviour Through Virtual Learning Environments Part II
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Author(s): Scott Watson (University of Hertfordshire, UK), Kerstin Dautenhahn (University of Hertfordshire, UK), Wan Ching (Steve) Ho (University of Hertfordshire, UK)and Rafal Dawidowicz (University of Hertfordshire, UK)
Copyright: 2009
Pages: 14
Source title: Handbook of Research on Agent-Based Societies: Social and Cultural Interactions
Source Author(s)/Editor(s): Goran Trajkovski (Laureate Education Inc., USA)and Samuel G. Collins (Towson University, USA)
DOI: 10.4018/978-1-60566-236-7.ch016

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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.

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