@article{fitzgerald_lunk_cherry_martin_martin_2013, title={Long View}, volume={46}, ISSN={["0024-094X"]}, DOI={10.1162/leon_a_00617}, abstractNote={August 01 2013 Long View Patrick Fitzgerald, Patrick Fitzgerald Search for other works by this author on: This Site Google Scholar Daniel Lunk, Daniel Lunk Search for other works by this author on: This Site Google Scholar Lee Cherry, Lee Cherry Search for other works by this author on: This Site Google Scholar Jim Martin, Jim Martin Search for other works by this author on: This Site Google Scholar Dwayne Martin Dwayne Martin Search for other works by this author on: This Site Google Scholar Author and Article Information Patrick Fitzgerald Daniel Lunk Lee Cherry Jim Martin Dwayne Martin Online ISSN: 1530-9282 Print ISSN: 0024-094X © 2013 Patrick Fitzgerald, Daniel Lunk, Lee Cherry, Jim Martin, Dwayne Martin2013 Leonardo (2013) 46 (4): 400–401. https://doi.org/10.1162/LEON_a_00617 Cite Icon Cite Permissions Share Icon Share Facebook Twitter LinkedIn Email Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Search Site Citation Patrick Fitzgerald, Daniel Lunk, Lee Cherry, Jim Martin, Dwayne Martin; Long View. Leonardo 2013; 46 (4): 400–401. doi: https://doi.org/10.1162/LEON_a_00617 Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentAll JournalsLeonardo Search Advanced Search © 2013 Patrick Fitzgerald, Daniel Lunk, Lee Cherry, Jim Martin, Dwayne Martin2013 Article PDF first page preview Close Modal You do not currently have access to this content.}, number={4}, journal={LEONARDO}, author={Fitzgerald, Patrick and Lunk, Daniel and Cherry, Lee and Martin, Jim and Martin, Dwayne}, year={2013}, month={Aug}, pages={400–401} }
 @article{fitzgerald_buie_cuales_1998, title={EyeCue System: A prototype for the next generation of educational technology}, volume={1}, number={2}, journal={Meridian (Raleigh, N.C.)}, author={Fitzgerald, P. J. and Buie, T. and Cuales, M.}, year={1998}, pages={1–9} }
 @inbook{towns_fitzgerald_lester_1998, title={Visual emotive communication in lifelike pedagogical agents}, DOI={10.1007/3-540-68716-5_53}, abstractNote={Lifelike animated agents for knowledge-based learning environments can provide timely, customized advice to support leaners’ problem-solving activities. By drawing on a rich repertoire of emotive behaviors to exhibit contextually appropriate facial expressions and emotive gestures, these agents could exploit the visual channel to more effectively communicate with learners. To address these issues, this paper proposes the emotive-kinesthetic behavior sequencing framework for dynamically sequencing lifelike pedagogical agents’ full-body emotive expression. By exploiting a rich behavior space populated with emotive behaviors and structured by pedagogical speech act categories, a behavior sequencing engine operates in realtime to select and assemble contextually appropriate expressive behaviors. This framework has been implemented in a lifelike pedagogical agent, Cosmo, who exhibits full-body emotive behaviors in response to learners’ problem-solving activities.}, booktitle={Intelligent tutoring systems: 4th International Conference, ITS '98, San Antonio, Texas, USA, August 16-19, 1998: Proceedings}, publisher={Berlin: Springer}, author={Towns, S. G. and Fitzgerald, P. J. and Lester, J. C.}, year={1998}, pages={474–483} }
 @inproceedings{lester_fitzgerald_stone_1997, title={The pedagogical design studio: Exploiting artifact-based task models for constructivist learning}, DOI={10.1145/238218.238317}, abstractNote={Intelligent learning environments that support constructivism should provide active learning experiences that are customized for individual learners. To do so, they must determine learner intent and detect misconceptions, and this diagnosis must be performed as non-invasively as possible. To this end, we propose the pedagogical design studio, a design-centered framework for learning environment interfaces. Pedagogical design studios provide learners with a rich, direct manipulation design experience. By exploiting an artifact-based task model that preserves a tight mapping between the interface state and design sub-tasks, they non-invasively infer learners’ intent and detect misconceptions. The task model is then used to tailor problem presentation, produce a customized musical score, and modulate problem-solving intervention. To explore these notions, we have implemented a pedagogical design studio for a constructivist learning environment that provides instruction to middle school students about botanical anatomy and physiology. Evaluations suggest that the design studio framework constitutes an effective approach to interfaces that support constructivist learning.}, booktitle={IUI97: 1997 International Conference on Intelligent User Interfaces, January 6-9, 1997, Orlando, Florida, USA}, publisher={New York: Association for Computing Machinery}, author={Lester, J. C. and Fitzgerald, P. J. and Stone, B. A.}, editor={J. Moore, E. Ernest and Puerta, A.Editors}, year={1997}, pages={155–162} }