یادگیری با عامل‌های هوشمند آموزشی: آیا می‌توان با ردیابی حرکات چشم عملکرد توجه را بهبود بخشید؟

American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders. 5t Ed.    Arlington, VA: American Psychiatric Publishing.

Atkinson, R.K., Mayer, E. M., & Merill, M. M. (2005). Fostering social agency in multimedia learning: Examining the impact of an animated agent's voice. Contemporary Educational Psychology, 30(1), 117-139.

Barkley, R.A. (2005).ADHD and the nature of self-control .New York:  Guilford.

Baylor, A., & Ryu, J. (2003). The API (Agent Persona Instrument) for assessing pedagogical agent persona. EdMedia. Innovate Learning, 448–451.

Brock, S. E., Grove, B., & Searls, M. (2010). ADHD: Classroom Intervention. National Association of school psychologist Carlson, C. L., & Mann, M. (2000). Attention-deficit/hyperactivity disorder, predominantly inattentive subtype. Child and Adolescent Psychiatric Clinics of North America, 9, 499–510.

Choi, S., & Clark, R. E. (2006). Cognitive and affective benefits of an animated pedagogical agent for learning English as a second language. Journal of Educational Computing Research, 34(4), 441–466.

Clark, R. C., & Mayer E.R. (2016). ELearning and the Science of Instruction (Proven Guidelines for Consumers and Designers of Multimedia Learning. San Francisco: Pfeiffer

Cobb, c. (2013). The Use of an Animated Pedagogical Agent as a Mnemonic Device to Promote Learning and Motivation in Online Education (Ph.D. Thesis) Walden University.

Christopoulos, A., Conrad, M., & Shukla, M. (2019). What Does the Pedagogical Agent say? 10^th International Conference on Information, Intelligence, Systems and Applications (IISA), http://dx.doi.org/10.1109/IISA.2019.8900767

Daradoumis T., & Arguedas, M. (2020). Cultivating Students’ Reflective Learning in Metacognitive Activities through an Affective Pedagogical Agent. Educational Technology & Society, 23 (2), 19-31. https://www.jstor.org/stable/26921131

Fabio RA. (2005). Dynamic assessment of intelligence is a better reply to adaptive behavior and cognitive plasticity. Journal of General Psychology. 132, 41–64.

Fabio, R. A., & Caprì, T. (2015). Autobiographical Memory in ADHD Subtypes. Journal of Developmental and Intellectual Disability, 6, 26–36.

Fabio, R.A., Capri, T, Lannizzotto, G., Nucita, A., & Mohammadhasani, N. (2019). Interactive Avatar Boosts the Performances of Children with Attention Deficit Hyperactivity Disorder in Dynamic Measures of Intelligence. Cyber psychology, Behavior, and Networking, 22(9), 588-596.

Fogg, B. J. (2003). Prominence-interpretation theory: Explaining how people assess credibility online. Proceedings of CHI’03, Human Factors in Computing Systems, 722– 723.

Hechtman LH. (2007). Attention Deficit Hyperactivity Disorder. In: Sadock BJ, Sadock VA, editors. Kaplan & Sadock’s Comprehensive Textbook of Psychiatry. Güneş Kitabevi Ltd. Şti: Lippincott & Wilkins.

Hussein, A. Al., & Al-chlabi, H. M. (2020). Pedagogical Agents in an Adaptive E-learning System. Science and Research, 3(1), 24-30.

Johnson, A.M., Ozogul, G., & Reisslein, M. (2015). Supporting multimedia learning with visual signalling and animated pedagogical agent: moderating effects of prior knowledge. Journal of Computer Assisted Learning, 31(2), 97-115.

Keller, T., & Brucker-Kley, E. (2020). Design Hints for Smart Agents as Teachers in Virtual Learning Spaces. International Conference on e-Society. DOI: 10.33965/es2020_202005L014

Kim Y. (2015). Pedagogical agents. In M. Spector, et al. (Eds.), Encyclopedia of Educational Technology. Thousand Oaks, CA: Sage Publications.

Kim Y., & Baylor AL. (2007). Pedagogical agents as social models to influence learner attitudes. Educational Technology, 47, 23–28.

Kim, Y., & Baylor, A. L. (2016). Research-based design of pedagogical agent roles: A review, progress, and recommendations. International Journal of Artificial Intelligence in Education, 26(1), 160–169. doi:10.1007/s40593- 015-0055-y.

Kim, Y., Baylor, A.L., & PALS Group. (2006). Pedagogical Agents as Learning Companions: The Role of Agent Competency and Type of Interaction. ETR&D, 54(3), 223-243

Lambez B., Harwood-Gross A., Golumbic EZ., & Rassovsky Y. (2020). Non-pharmacological interventions for cognitive difficulties in ADHD: A systematic review and meta-analysis, Psychiatr Res, 120, 40-55.

Lane, H. C. (2016). Pedagogical Agents and Affect: Molding Positive Learning Interactions in Emotion, Technology and Learning. (Pages 47-62) Academic press.

Lee, J.-E. R., Nass, C., Brave, S., Morishima, Y., Nakajima, H., & Yamada, R. (2007). The case for caring co-learners: The effects of a computer-mediated co-learner agent on trust and learning. Journal of Communication, 57(2), 183–204.

Lin, L., Ginns, P., Wang, T., & Zhang, P. (2020). Using a pedagogical agent to deliver conversational style instruction: What benefits can you obtain? Computer & Education. 143, 1-11.

Martha, D., & Santoso, H. (2019). The Design and Impact of the Pedagogical Agent: A Systematic Literature Review. Journal of Educators Online, 1-15.

Mayer, R. E. (2014). Principles based on social cues: Personalization, voice, image, and embodiment principles. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning. New York: Cambridge University Press.

Mohammadhasani, N. (2017). Investigating of the effect of the intelligent pedagogical agent on learning in ADHD students. (Ph.D. thesis) Tarbiat Modares University, Iran [persian].

Mohammadhasani, N., Fabio, R., Fardanesh, H., & Hatami, J., (2015). The link between visual attention and memory in ADHD student and normally developing student: seeing is remembering? Italian journal of cognitive science.1/2015 – pp. 89-102.

Nass, C., & Brave, S.  (2005). Wired for speech: How voice activates and advances the human-computer relationship. Cambridge, MA: MIT Press.

Noreika, V., Falter, C., & Rubia, K. (2013). Timing deficits in ADHD: evidence from neurocognitive and neuroimaging studies. Neuropsychologia 51, 235–266.

Pievsky, M. A., & McGrath, R. E. (2018). The neurocognitive profile of attention-deficit/hyperactivity disorder: a review of meta-analyses. Arch. Clin. Neuropsychology. 33, 143–157. doi: 10.1093/arclin/acx055.

Rezvani Amir, M.H. (2017). Brain Facts: the Book of the Alphabet of the Brain and the Nervous System (1^st Ed) Human Publishing.86. [Persian].

Rommelse, N. N., Van der Stigchel, S., & Sergeant, J. A. (2008). A review on eye movement studies in childhood and adolescent psychiatry. Brain and cognition, 68, 391–414

Rosenberg-Kima, R. B., Baylor, A. L., Plant, E. A., & Doerr, C. E. (2007). The importance of interface agent visual presence: Voice alone is less effective in impacting young women’s attitudes toward engineering. International Conference on Persuasive Technology, 214–222.

Rosenberg-Kima, R. B., Baylor, A. L., Plant, E. A., & Doerr, C. E. (2008). Interface agents as social models for female students: the effects of agent visual presence and appearance on female students’ attitudes and beliefs. Computers in Human Behavior, 24, 2741–2756.

Rubia, K., Halari, R., Taylor, E., & Brammer, M. (2011). Methylphenidate normalises fronto-cingulate underactivation during error processing in children with attention-deficit hyperactivity disorder. Biol. Psychiatry, 70, 255–262.

Soliman, M. (2014). Intelligente Pädagogische Agenten in Immersiven Virtuellen 3D-Lernumgebungen. (Ph.D. thesis) TU Graze University, Austria.

Sweller, J. (2011). Human cognitive architecture: Why some instructional procedures work and others do not. In K. Harris, S. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook. Washington, DC: American Psychological Association

Veletsianos, G., & Russell, G. (2014). Pedagogical Agents. In Spector, M., Merrill, D., Elen, J., & Bishop, MJ (Eds.), Handbook of Research on Educational Communications and Technology, 4th Edition (pp. 759-769). Springer Academic

Wang, J., & Antonenko, P. D. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71,

 79–89. doi:10.1016/j.chb.2017.01.049.

Wilson KE, Martinez M, Mills C, D'Mello S, Smilek D., & Risko EF. (2018). Instructor presence effect: Liking does not always lead to learning. Computers & Education, 122, 205-20.