虛擬人物的快速發展已經讓人機互動方式，以及人們對於電腦的看法產生重大影響。扮演激勵者角色的虛擬人物及同理關懷元素的加入確實可以增進學生在學習系統中的使用動機及意願，但是在目前的研究中並沒有考慮到激勵者的性別是否會影響學習系統的使用，同理心互動模式的機制也不完整。
因此，本論文設計了以激勵者角色存於學習系統中的虛擬人物，並透過情緒反應、配合情意的肢體動作以及語言溝通，結合不同虛擬人物性別以及同理關懷機制來與學習者互動和改善學習者的學習中的負面情緒，增進使用學習系統動機和意願，藉由我們的同理心互動模組，關懷者可以從資料庫中獲得同理關懷的相關資訊，讓非專業的關懷人員也能順利的傳遞關懷給學習者。
本系統實驗一以及實驗二對象為30名學生(24男6女)，所有學生皆為大學畢業年齡23至26歲的學生。學生分別做了三種實驗(虛擬人物加入情緒肢體動作、性別差異以及同理互動機制的差異)。初步的結果顯示，虛擬人物的配合情意肢體動作確實可以增加對關懷訊息的傳遞，學生對於女性虛擬人物較能感受關懷以及增加動機，最後由我們採用我們的同理互動機制的虛擬人物，可讓學習者感受到更多關懷，促進了學習者繼續測驗的意願。

The rapid development of virtual characters has enormous influence on human-computer interaction and the perception of people. The empathic pedagogical agents in the character of a motivator has been proved that they can make the students more engaged in the learning system. However, there are few studies on whether a motivator’s gender will influence the perception of students in the learning system, besides there are few studies on designing pedagogical agents which have different empathic strategies to interact with learners.
In order to address these problems, we design two interactive caring agent in the character of a motivator called Maggie and Kim who uses some verbal and nonverbal behaviors and two kinds of empathic strategies to interact with students.
We invited 30 students to participate in our experiments. Each subjects will do three kinds of experiments(whether the agent with nonverbal behavior 、different agent’s gender and different empathic caring strategies will influence students using learning system?). The initial result show that the agent with nonverbal caring behavior has a positive influence on student’s perception . In the gender aspect, the initial result show that the students who uses Maggie as motivator has more engaged in learning and feel more cared. Finally, the agents who uses our empathic strategies can let them felt more cared and improve their trustworthy of our learning system.

[1] Bickmore, T. & Cassell, J., Social Dialogue with Embodied Conversational Agents,In J. van Kuppevelt, L. Dybkjaer, & N. Bernsen (eds.), Kluwer Academic, New
York, 2004.
[2] Mateas, M. & Stern, A., A Behavior Language: Joint Action and Behavioral Idioms., In Predinger, H. & Ishiuka, M.(Eds), Life-like Characters: Tools, Affective Functions and Applications, Springer-Verlag, 2004.
[3] Burke, R., Great expectations : Prediction in entertainment systems., In Predinger, H. & Ishiuka, M.(Eds), Life-like Characters: Tools, Affective Functions and Applications, Springer-Verlag, 2003.
[4] Bickmore, T. & Picard, R., ”Establishing and maintaining long-term human-computer relationships.”, ACM Transactions on Computer-Human Interaction (TOCHI), 12, pp. 293–327,2005.
[5] Johnsen, K., Raij, A., Stevens, A., D. Lind & B. Lok , “The Validity of a Virtual Human Experience for Interpersonal Skills Education”, ACM Special Interest Group on Computer-Human Interaction, pp. 1049 – 1058, ACM, New York, NY Press, 2007.
[6] Sumi, Y., & Mase, K., Interface agents that facilitate knowledge interactions between community members., Life-like Characters: Tools, Affective Functions and Applications, pp. 405-427, Springer-Verlag, 2004.
[7] Johnson, W. L., Rickel, J. W., & Lester, J. C., “Animated pedagogical agents: Face-to-face interaction in interactive learning environments”, International Journal of Artificial Intelligence in Education, 11, pp. 47-78, 2000.
[8] Cassell, J., & Thórisson, K., “The power of a nod and a glance: envelope vs.emotional feedback in animated conversational agents”, Applied Artificial Intelligence, 13, pp. 519-538, 1999.
[9] Thomas, S. D., “The Why Chromosome.”, Education Next, Vol. 6, No. 4, pp. 69-75, FALL 2006.
[10] Baylor, A.L. & Kim, Y., “The Role of Gender and Ethnicity in Pedagogical Agent Perception.”, In Proceedings of E-Learn (World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education), NOV. 2003.
[11] Picard, R. W., Affective Computing., Cambridge: MIT Press., 1997.
[12] Nass, C., Steuer, J., & Tauber, E. R., “Computers Are Social Actors.”,ACM Special Interest Group on Computer-Human Interaction, pp. 72-78, ACM, New York, NY Press, 1994.
[13] Fogg, B. J., Computers as Persuasive Social Actors, Persuasive Technology Using Computers to Change What We Think and Do, pp. 89-120, Morgan Kaufman Publishers, 2003.
[14] Driscoll, M. P., Psychology of learning for instruction., Allyn & Bacon, A Division of Paramount Publishing, Inc.,1994.
[15] Damasio, A. R., Descartes'' error: Emotion, reason, and the human brain., New York: Putnam.,1994
[16] Wentzel, K.,"Student Motivation in Middle School: The Role of Perceived Pedagogical Caring." Journal of Educational Psychology, 89(3), pp. 411-419, 1997.
[17] Wong ,C. A. & Dornbusch ,S. M., Adolescent engagement in school and problem behaviors: The role of perceived teacher caring, presented at Annual Meeting of the American Educational Research Association, New Orleans, LA, 2000.
[18] Kim, Y., “Empathetic virtual peers enhanced learner interest and self-efficacy”,Workshop on Motivation and Affect in Educational Software, in conjunction with the 12th International Conference on Artificial Intelligence in Education, pp.9-16, 2005.
[19] 李宗益，「設計能使學習者感受關懷之情緒互動虛擬人物」，國立中央大學，碩士論文，民國96年。
[20] Hill, R., Gratch, J., Marsella, S., Rickel, J., Swartout, W. & Traum, D., “Virtual Humans in the Mission Rehearsal Exercise System”, Künstliche Intelligenz, 4(3), pp.5-10, 2003.
[21] Burleson, W., Affective Learning Companions: Strategies for Empathetic Agents with Real-Time Multimodal Affective Sensing to Foster Meta-Cognitive and Meta-Affective Approaches to Learning, Motivation, and Perseverance, MIT PhD Thesis, September 2006.
[22] Reategui, E., Boff, E., & Campbell, J.A.,.”Using virtual characters in personalized
Recommendations.”, ACM Special Interest Group on Computer Science Education, pp. 180-184, March 2007.
[23] Tschannen-Moran, M., & Hoy, W. K., “A multidisciplinary analysis of the nature, meaning, and measurement of trust.”, Review of Educational Research, Vol. 70, No. 4 pp. 547–593,2000.
[24] McQuiggan, S. & Lester, J., “Modeling and evaluating empathy in embodied companion agents.”, International Journal of Human-Computer Studies., Vol. 65, No. 4, pp. 348-360, 2007.
[25] Davis, M., Empathy: A Social Psychological Approach., Brown and Benchmark Publishers, Madison, WI., 1994
[26] Wooldridge, M. & Jennings, N., “Agent Theories， Architecture， and Language : A Survey.”, In Proceedings of the Electronic Cultural Atlas Initiative Workshop on Agent Theories, Architectures and Languages., pp. 1-32, 1995.
[27] Franklin, S., & Graesser, A. “Is it an agent, or just a program?: A taxonomy for autonomous agents.”, In Proceedings of the Third International Workshop on Agent Theories, Architectures, and Languages., pp. 141-155, Springer-Verlag, 1996.
[28] Nwana, H.S. & Ndumu, D.T., “An introduction to agent technology in software agents and soft computing.”, Software Agents and Soft Computing: Concepts and Applications,Lecture Notes in Artificial Intelligence Series, pp. 3-26, Springer-Verlag, 1997.
[29] Petrie, C. J., “Agent - Based Engineering, the Web, and Intelligence”, IEEE Expert, 35400, pp. 24-29, December 1996.
[30] Maes, P., “Agents that reduce work and information overload.”, Communication of ACM, 37(7), pp. 31-40,1994.
[31] Chiang, C. C., & Huang, T. C., “An advanced multi-agent system for online customer relationship management – Incorporating the customer service life cycle strategies.”, Conference of the 4th Internet Application and Development, Far East Institute of Technology, 2003.
[32] Luck M., Ashri, R., & D’inverno, M., Agent-based software development, USA: Artech House, Feb 2004.
[33] Baylor, A.L. & Kim, Y., “Simulating instructional roles through pedagogical agents.”, International Journal of Artificial Intelligence in Education, 15, pp. 1–18, 2005.
[34] J. Lester, C. Callaway, J. Gregoire, G. Stelling, S. Towns, & L. Zettlemoyer, “Animated Pedagogical Agents in Knowledge-Based Learning Environments.”, In Smart Machines in Education., K. Forbus & P. Feltovich (eds.), pp. 269-298, CA. AAAI/MIT Press, 2001.
[35] Moundridou, M., & Virvou, M., “Evaluating the persona effect of an interface agent in a tutoring system.”, Journal of Computer Assisted Learning, 18, pp. 253-261, 2002.
[36] Lester, J., Stone, B., Converse, S., Kahler, S., & Barlow, S., “Animated pedagogical agents and problem-solving effectiveness: a large-scale empirical evaluation.”, In Proceedings of the 8th World Conference on Artificial Intelligence in Education, pp. 23-30, Amsterdam: IOS., 1997.
[37] van Mulken, S., André, E., & Müller, J., “The persona effect: how substantial is it?.”, People and Computers XIII: Proceedings of HCI''98, In H. Johnson, L. Nigay, L., & C. Roast (Eds.), pp. 53-66, Springer-Verlag, 1998.
[38] Shaw, E., Johnson, W, & Ganeshan, R., “Pedagogical Agents on the Web.”, In Proceedings of the Ninth International Conference on Artificial Intelligence., pp. 283-290, ACM, New York, NY Press., 1999.
[39] Billsus, D. & Pazzani, M., “A Personal News Agent that Talks, Learns and Explains.”, In Proceedings of the Third International Conference on Autonomous Agents., pp. 268-275, May. 1999.
[40] Isbister, K., Nakanishi, H., Ishida, T., & Nass, C., “Helper agent: Designing an assistant for human–human interaction in a virtual meeting space.”, In Proceedings of CHI 2000 Conference on Human Factors in Computing Systems., pp. 57-64, ACM, New York, NY Press., 2000.
[41] Abbattista, F., Catucci, G., Semeraro, G. & Zambetta, Z., “SAMIR: A Smart 3D Assistant on the Web”, PsychNology Journal, Vol. 2, No. 1, pp.43-60, 2004.
[42] Bickmore, T. & Picard, R., “Establishing and maintaining long-term human-computer relationships.”, ACM Transactions on Computer-Human Interaction (TOCHI), 12, pp. 293–327, 2005.
[43] Bull, S., Greer, J. & Mccalla, G., “The Caring Personal Agent.”, International Journal of Artificial Intelligence in Education, 13(1), pp. 21-34, 2003.
[44] Brave, S., Nass, C. & Hutchinson, K., “Computers that care: investigating the effects of orientation of emotion exhibited by an embodied computer agent.”, International Journal of Human-Computer Studies., 62, pp. 161–178., 2005.
[45] Hone, K., “Empathic Agents to Reduce User Frustration: The Effects of Varying Agent Characteristics.”, Interacting with Computers, 18, pp. 227–245., 2006.
[46] Noddings, N., Caring - a Feminine Approach to Ethics and Moral Education., USA: University of California Press., 1986.
[47] Mayeroff, M., On Caring., New York: Harper and Row., 1971.
[48] Dan, C. & Clara, E. H., “The current state of empathy research.”, Journal of Consulting Psychology, 43(3), pp. 261-274., 1996.
[49] Carkhuff, R. R., Helping and Human Relations, New York: Holt, Rinehart and Winston., 1967.
[50]劉素芳:輔導概論。2006年9月25日，取自www.sinica.edu.tw/~hro/course/950925-1.doc。
[51] Devore-Chew, M., Roberts, B. & Smith, N. M., “The Effects of Reference Librarians'' Nonverbal Communications on the Patrons'' Perceptions of the Library, Librarians, and Themselves.”, Library and Information Science Research, Vol. 10, No. 4, pp.389-400, 1988.
[52] Mehrabian, A., Nonverbal communication., Chicago: Aldine., 1972.
[53] Bandura, A., “Self-efficacy: The exercise of control.”, Journal of Cognitive Psychotherapy, Vol. 3, No.2, pp. 158-166, 1999.
[54] Ortony, A., Clore, G. & Collins A., The Cognitive Structure of Emotions., Cambridge University Press.,1988.
[55] Ekman, P., Emotion in the Human Face., Cambridge University Press, 1982.
[56] Gleitman, H.，心理學(下)，洪蘭編譯，遠流出版社，台北，民國八十六年。
[57] Ekman, P., “expression and the nature of emotion.”, Ekman, P., and Scheer, K. (Eds.), Approaches to emotion, pp. 319-343, Hillsdale, N.J: Erlbaum, 1984.
[58] Ekman, P., Telling Lies: Clues to Deceit in the Marketplace, Politics, and
Marriage, New York: W.W. Norton, 1985.
[59] Plutchik, R., Emotion: A psychoevolutionary synthesis., New York: Harper & Row., 1980.
[60] Knapp, M.L. & J.A. Hall., Nonverbal Communication in Human Interaction., Fort Worth, TX: Harcourt Brace Jovanovich College Publisher., 1992.
[61] Givens, D. B., Nonverbal dictionary of gestures, signs and body language cues., Center for Nonverbal Studies Press, 2006, Available at: http://members.aol.com/nonverbal2/diction1.htm
[62] Nierenberg, G.I. & Calero, H.H., How to Read a Person Like a Book., Barnes & Noble Digital., 2001.
[63] Messina , J.J., & Constance Messina., Nonverbal Communication Issues., 2007, Available at http://www.coping.org/dialogue/nonverbal.htm#nonverbal
[64] 詹竹莘，表演技術與表演教程，書林出版有限公司，民國九十二年。
[65] Lweis, H., Body Language, aguid for professionals., Sage Publications Ltd.
, 1998.
[66] Rose, C., Cohen, M. F., & Bodenheimer, B., “Verbs and adverbs: Multidimensional motion interpolation.”, IEEE Computer Graphics and Applications, Vol. 18, No. 5, pp. 32–41, IEEE Computer Society Press., 1998.
[67] Nugent, W.R., & Halvorson, H., “Testing the effects of active listening.”, Research on Social Work Practice, Vol. 5, No. 2, pp. 152-175., Sage Publications Ltd., 1995.
[68] Ciaramicoli A.P. & Ketcham K., The power of empathy., New York (NY): Dutton., 2000.
[69] 廖明鈺: 諮商技巧與輔導策略。2001年8月8日，取自www.maes.tpc.edu.tw/~guid/data/08/08-001.ppt。
[70] Kort, B., Reilly, R., & Picard, R., “An affective model of interplay between emotions and learning: Reengineering educational pedagogy—building a learning companion.”, In T. Okamoto, R. Hartley, Kinshuk, & J. P. Klus (Eds.), In Proceedings IEEE International Conference on Advanced Learning Technology: Issues, Achievements and Challenges., pp. 43-48, IEEE Computer Society Press., 2001.
[71] Bickmore, T. W. & Giorgino, T., “Health dialog systems for patients and consumers.”, Journal of Biomedical Informatics, Vol. 39, No. 5, pp. 556-571, 2006.
[72] Töremen, F., Ekinci, A., & Karakus, M., “Influence of managers’ empathic skills on school success.”, International Journal of Educational Management, Vol. 20, No. 6, pp. 490-499, 2006.