Instagram face is a beauty standard based on the filters and influencers popular on Instagram. == Overview == An "Instagram face" has catlike eyes, long lashes, a small nose, high cheekbones, full lips, and a blank expression. Digital filters manipulate photographs and video to create an idealized image that, according to critics, has resulted in an unrealistic and homogeneous beauty standard. According to Jia Tolentino, the face is "distinctly white but ambiguously ethnic". The face has been described as a racial composite of different peoples. In 2024, cosmetic surgeon Paul Banwell said, "People used to come to see me asking to look like a particular celebrity, but many patients come to me now wanting to look like the filtered version of themselves." While based on digital filters, the look is achieved in person using heavy applications of makeup or cosmetic surgery. Plastic surgery, Botox injections, and injectable filler have significantly increased in popularity since the rise of digital filters. Influencers market makeup products designed to recreate the look. == History == The growth of reality television series and social media throughout the 2010s has influenced the popularity of Instagram face. In 2019, The New Yorker referred to this phenomenon as "Instagram Face," identifying Kim Kardashian as its "patient zero." Similarly, her younger sister Kylie Jenner significantly impacted the trend with her 2015 lip filler confession, which acted as a catalyst, introducing Juvéderm to a new generation. Sirin Kale of Vice News has described Jenner as "at the vanguard of an aesthetic that’s swept through British towns and cities," while also pointing towards other celebrities such as Iggy Azalea and Farrah Abraham. In 2018, Americans underwent 7 million neurotoxin injections and 2.5 million filler injections and spent $16.5 billion on cosmetic surgery. 92% of the latter was performed on women. Botox usage has also been on the rise. == Criticism == In her 2021 book The Selfie, Temporality, and Contemporary Photography, Claire Raymond of Princeton University criticised "Instagram faces" for erasing "heritable quirks and lived history; it erases what makes the human face so compelling, whether conventionally beautiful or not," while also arguing that the procedures used to create Instagram faces "numb and freeze the face and skin, rendering less mobile the lips, the eyes, and the neck. Numbness is the central feature of the experience for the woman who gets Instagram face through cosmetic procedures. Others may see her more, but she feels less and less." == Influence on popular culture == The increasing popularity of cosmetic surgeries towards a homogeneous ideal has resulted in the emergence of the "goopcore" sub-genre of body horror. The sub-genre combines graphic violence with body modifications from the beauty industry. Allie Rowbottom's goopcore novel Aesthetica centers around an influencer attempting to undo years of plastic surgery with a new experimental procedure.
Radar geo-warping
Radar geo-warping is the adjustment of geo-referenced radar images and video data to be consistent with a geographical projection. This image warping avoids any restrictions when displaying it together with video from multiple radar sources or with other geographical data including scanned maps and satellite images which may be provided in a particular projection. There are many areas where geo warping has unique benefits: Single radar video signal displayed together with maps of different geographical projections. E.g. Mercator UTM stereographic Multiple radar video signals displayed simultaneously: Having the computing power to do so on one computer. Adapting the projection of all radar signals allowing the geographically correct display and accurate superimposition of those videos. Slant range correction: a modern 3D radar system can measure the height of a target and hence it is possible to correct the radar video by the real corrected range of the target. Slant Range Correction also allows to compensate the radar tower height e.g. for maritime surveillance radars. == Introduction == Radar video presents the echoes of electromagnetic waves a radar system has emitted and received as reflections afterwards. These echoes are typically presented on a computer screen with a color-coding scheme depicting the reflection strength. Two problems have to be solved during such a visualization process. The first problem arises from the fact that typically the radar antenna turns around its position and measures the reflection echo distances from its position in one direction. This effectively means that the radar video data are present in polar coordinates. In older systems the polar oriented picture has been displayed in so called plan position indicators (PPI). The PPI-scope uses a radial sweep pivoting about the center of the presentation. This results in a map-like picture of the area covered by the radar beam. A long-persistence screen is used so that the display remains visible until the sweep passes again. Bearing to the target is indicated by the target's angular position in relation to an imaginary line extending vertically from the sweep origin to the top of the scope. The top of the scope is either true north (when the indicator is operated in the true bearing mode) or ship's heading (when the indicator is operated in the relative bearing mode). For visualization on a modern computer screen the polar coordinates have to be converted into Cartesian coordinates. This process called radar scan conversion is presented with more detail in the next section. The second problem to solve arises from the fact that a radar system is placed in the real world and measures real world echo positions. These echoes have to be displayed together with other real world data like object positions, vector maps and satellite images in a consistent way. All this information refers to the curved earth surface but is displayed on a flat computer display. Building a link from real world earth positions to display pixels is commonly called geographical referencing or in short geo-referencing. Part of the geo-referencing process is to map the 3D earth surface onto a 2D display. This process of a geographical projection can be performed in many ways, but different data sources have their own 'natural' projection. E.g. Cartesian radar video data from a radar source on the earth surface are geo-referenced by a so-called radar projection. When using this radar projection the Cartesian radar video pixels can directly displayed on a computer screen (only being linearly transformed according to the current position on the screen and e.g. the current zoom level). A problem now arises if e.g. also a satellite map shall be shown together with the radar video data. The 'natural' geographical projection of a satellite image would be a satellite projection which depends on the satellite orbit, position and further parameters. Now either the satellite image has to be reprojected to a radar projection or the radar video has to use the satellite projection. This geographical re-projection is also called geographical warping or Geo Warping where each image pixel has to be transformed from one projection into another. This article describes in further detail the Geo Warping of radar video images in real time. It will also show that radar video Geo Warping is done most efficiently when it is integrated with the radar scan conversion process. == Radar-scan conversion == This section describes the principles of the radar-scan conversion (RSC) process. The radar supplies its measured data in polar coordinates (ρ,θ) directly from the rotating antenna. ρ defines the target/echo distance and θ the target angle in polar world coordinates. These data are measured, digitized and stored in a polar coordinate polar store or polar pixmap. The main RSC task is to convert these data to Cartesian (x, y) display coordinates, creating the necessary display pixels. The RSC process is influenced by the current zoom, shift and rotation settings defining which part of the 'world' shall be visible in the display image. As detailed later the RSC process also takes the currently used geographical projection into account when the radar video images are Geo Warped. The OpenGL RSC is implemented using a reverse scan conversion approach which calculates for every image pixel the most appropriate radar amplitude value in the polar store. This approach generates an optimal image without any artifacts known from forward spoke fill algorithms. By applying bi-linear filtering between adjacent pixels in the polar store during the conversion process the OpenGL RSC finally achieves a very high visual quality radar display image for every zoom level, creating smooth images of the radar echoes. == Radar projection == This section illustrates how radar video data are geo referenced and displayed on a computer screen. The radar sensor is positioned on the earth surface with a height h above the ground. It measures the direct distance d to the target (and not e.g. the distance the target is away from the radar if one would move on the earth surface). This distance is then used in the display plane after adjustment to the current display zoom level by the radar scan converter (RSC). Now it has to be clarified how the radar video data is geo referenced. This basically means, that if we want to display a geographical real world object (like e.g. a light house) which is at the same real world position as the radar target, that it also shall appear at the same position in the display plane. This is realized by calculating the distance from the radar sensor to the respective real world object and use that distance in the display plane. The position of the real world object is typically given in geographical coordinates (latitude, longitude and height above the earth surface). In other words, using a radar projection with geographical data is done by simulating a radar measurement process with the real world objects and use the resulting range and azimuth in the display plane. The second picture to the right shows an example radar projection with the center of projection (COP) at latitude 50.0° and longitude 0.0° which is also the radar position. The dashed lines are the equal-latitude and equal-longitude lines on top of the background map. The solid lines show equal-range and equal-azimuth with the respect to the radar position. It is a feature of the radar projection that equal-range lines are circles and equal-azimuth lines are straight lines. This is necessary to display radar video consistently with other map data when using a radar projection where the projection center has to be the radar position. == Geo Warping process == This section explains the actual geo warping or re-projection process when applied to radar video in real time. Assume we want to display radar video on top of a satellite image. As an example we use the CIB projection which is used to display satellite data in CIB (Controlled Image Base) format. The Figure Geo Warping Radar to CIB Projection shows dashed the maximal range circle for a range of 111 km or 60 miles using the radar projection. Such a range is typical for long range coastal surveillance radars. As stated in the last section this is a perfect circle also on the computer screen. The solid line ellipse shows the same range circle for the CIB projection. Typically the errors occurring without Geo Warping are smallest near the radar position if at least the projection center (COP) coincides with the radar position, as realized in our example. Otherwise the error distribution depends both on the used projection and also on the projection parameters. Thus, in our case the errors are most significant near the maximum radar range. The CIB projection error corrected in east–west direction at half the radar range is 2.6 km and is 5.3 km at the full radar range of 111 km. An error of 5.3 km is
Singularity studies
Singularity studies is an interdisciplinary academic field which examines the idea of technological singularity — the hypothesised point at which artificial intelligence may surpass human intelligence, might be attained by artificial intelligence (AI), robotics, and other technologies and sciences, and its social impacts. In this academic field, the study and research are conducted across a broad array of terrains such as information science, robotics, social informatics, economics, philosophy, and ethics. The primary aim of singularity studies is to gain an integrative understanding of the transformation of social systems occurring in tandem with the explosive evolution of AI and also the changes to be effected by such transformation in the view of humans, ethics, and legal systems. == History == An academic work on technological singurality has appeared in computer science, philosophy, sociology, and law since the early 1990s. Early discussions of an intelligence explosion were popularised by science-fiction writer Vernor Vinge in 1993 and later systematised by futurist Ray Kurzweil. Since the 2010s, universities such as Oxford, Stanford, and Keio have established dedicated programmes, while peer-reviewed journals have begun to publish scenario analyses and policy studies. Ongoing debates question the predictive value of singularity scenarios and warn against a deterministic view of technology. == Characteristics of research == Singularity studies extends beyond mere future predictions and offer an intellectual foundation for proactively designing and creating a desirable future. Principal research themes in this realm include: Ethics of AI; Social implications of technologies; Possibility of harmonious coexistence of humans and AI; Communication with AI; and Redesign of social systems. == Technologists and academics == Vernor Vinge: Propounded the concept of singularity in 1993, making a massive impact on the academic and science-fiction spheres. Ray Kurzweil: Predicted the advent around 2045 of the technological singularity in his 2005 book The Singularity Is Near. Nick Bostrom: Offered philosophical reflections on superintelligence and the risks posed by AI. He is the founding director of the now-dissolved Future of Humanity Institute at the University of Oxford. === Japan === Kento Sasano: A social informatician, AI educator, and inventor. He is the president of the Japan Society of Singularity Studies. == Challenges and outlook == Singularity studies is still evolving as an academic field, and quite a few challenges remain unresolved in regard to the systematization of their theories, research methods, and educational curricula. That said, in this day and age of accelerating technological and societal shifts, interdisciplinary approaches have gained in importance and are drawing much attention in the arenas of scholarly research, intercorporate collaboration, and policy planning.
Progress in artificial intelligence
Progress in artificial intelligence (AI) refers to the advances, milestones, and breakthroughs that have been achieved in the field of artificial intelligence over time. AI is a branch of computer science that aims to create machines and systems capable of performing tasks that typically require human intelligence. AI applications have been used in a wide range of fields including medical diagnosis, finance, robotics, law, video games, agriculture, and scientific discovery. The society as a whole is looking for artificial intelligence to be on a key factor in the upcming years because of its potential. However, many AI applications are not perceived as AI: "A lot of cutting-edge AI has filtered into general applications, often without being called AI because once something becomes useful enough and common enough it's not labeled AI anymore." "Many thousands of AI applications are deeply embedded in the infrastructure of every industry." In the late 1990s and early 2000s, AI technology became widely used as elements of larger systems, but the field was rarely credited for these successes at the time. Kaplan and Haenlein structure artificial intelligence along three evolutionary stages: Artificial narrow intelligence – AI capable only of specific tasks; Artificial general intelligence – AI with ability in several areas, and able to autonomously solve problems they were never even designed for; Artificial superintelligence – AI capable of general tasks, including scientific creativity, social skills, and general wisdom. To allow comparison with human performance, artificial intelligence can be evaluated on constrained and well-defined problems. Such tests have been termed subject-matter expert Turing tests. Also, smaller problems provide more achievable goals and there are an ever-increasing number of positive results. In 2023, humans still substantially outperformed both GPT-4 and other models tested on the ConceptARC benchmark. Those models scored 60% on most, and 77% on one category, while humans scored 91% on all and 97% on one category. However, later research in 2025 showed that human-generated output grids were only accurate 73% of the time, while AI models available that year managed to score above 77%. == History == Increasing, promoting or constraining AI progress has often be done via controlling or increasing the amount of compute. == Current performance in specific areas == There are many useful abilities that can be described as showing some form of intelligence. This gives better insight into the comparative success of artificial intelligence in different areas. AI, like electricity or the steam engine, is a general-purpose technology. There is no consensus on how to characterize which tasks AI tends to excel at. Some versions of Moravec's paradox observe that humans are more likely to outperform machines in areas such as physical dexterity that have been the direct target of natural selection. While projects such as AlphaZero have succeeded in generating their own knowledge from scratch, many other machine learning projects require large training datasets. Researcher Andrew Ng has suggested, as a "highly imperfect rule of thumb", that "almost anything a typical human can do with less than one second of mental thought, we can probably now or in the near future automate using AI." Games provide a high-profile benchmark for assessing rates of progress; many games have a large professional player base and a well-established competitive rating system. AlphaGo brought the era of classical board-game benchmarks to a close when Artificial Intelligence proved their competitive edge over humans in 2016. Deep Mind's AlphaGo AI software program defeated the world's best professional Go Player Lee Sedol. Games of imperfect knowledge provide new challenges to AI in the area of game theory; the most prominent milestone in this area was brought to a close by Libratus' poker victory in 2017. E-sports continue to provide additional benchmarks; Facebook AI, Deepmind, and others have engaged with the popular StarCraft franchise of videogames. Broad classes of outcome for an AI test may be given as: optimal: it is not possible to perform better (note: some of these entries were solved by humans) super-human: performs better than all humans high-human: performs better than most humans par-human: performs similarly to most humans sub-human: performs worse than most humans === Optimal === Tic-tac-toe Connect Four: 1988 Checkers (aka 8x8 draughts): Weakly solved (2007) Rubik's Cube: Mostly solved (2010) Heads-up limit hold'em poker: Statistically optimal in the sense that "a human lifetime of play is not sufficient to establish with statistical significance that the strategy is not an exact solution" (2015) === Super-human === Othello (aka reversi): c. 1997 Scrabble: 2006 Backgammon: c. 1995–2002 Chess: Supercomputer (c. 1997); Personal computer (c. 2006); Mobile phone (c. 2009); Computer defeats human + computer (c. 2017) Jeopardy!: Question answering, although the machine did not use speech recognition (2011) Arimaa: 2015 Shogi: c. 2017 Go: 2017 Heads-up no-limit hold'em poker: 2017 Six-player no-limit hold'em poker: 2019 Gran Turismo Sport: 2022 === High-human === Crosswords: c. 2012 Freeciv: 2016 Dota 2: 2018 Bridge card-playing: According to a 2009 review, "the best programs are attaining expert status as (bridge) card players", excluding bidding. StarCraft II: 2019 Mahjong: 2019 Stratego: 2022 No-Press Diplomacy: 2022 Hanabi: 2022 Natural language processing === Par-human === Optical character recognition for ISO 1073-1:1976 and similar special characters. Classification of images Handwriting recognition Facial recognition Visual question answering SQuAD 2.0 English reading-comprehension benchmark (2019) SuperGLUE English-language understanding benchmark (2020) Some school science exams (2019) Some tasks based on Raven's Progressive Matrices Many Atari 2600 games (2015) === Sub-human === Optical character recognition for printed text (nearing par-human for Latin-script typewritten text) Object recognition Various robotics tasks that may require advances in robot hardware as well as AI, including: Stable bipedal locomotion: Bipedal robots can walk, but are less stable than human walkers (as of 2017) Humanoid soccer Speech recognition: "nearly equal to human performance" (2017) Explainability. Current medical systems can diagnose certain medical conditions well, but cannot explain to users why they made the diagnosis. Many tests of fluid intelligence (2020) Bongard visual cognition problems, such as the Bongard-LOGO benchmark (2020) Visual Commonsense Reasoning (VCR) benchmark (as of 2020) Stock market prediction: Financial data collection and processing using Machine Learning algorithms Angry Birds video game, as of 2020 Various tasks that are difficult to solve without contextual knowledge, including: Translation Word-sense disambiguation == Proposed tests of artificial intelligence == In his famous Turing test, Alan Turing picked language, the defining feature of human beings, for its basis. The Turing test is now considered too exploitable to be a meaningful benchmark. The Feigenbaum test, proposed by the inventor of expert systems, tests a machine's knowledge and expertise about a specific subject. A paper by Jim Gray of Microsoft in 2003 suggested extending the Turing test to speech understanding, speaking and recognizing objects and behavior. Proposed "universal intelligence" tests aim to compare how well machines, humans, and even non-human animals perform on problem sets that are generic as possible. At an extreme, the test suite can contain every possible problem, weighted by Kolmogorov complexity; however, these problem sets tend to be dominated by impoverished pattern-matching exercises where a tuned AI can easily exceed human performance levels. == Exams == According to OpenAI, in 2023 GPT-4 achieved high scores on several standardized and professional examinations, including around the 90th percentile on the Uniform Bar Exam, the 89th percentile on the mathematics section of the SAT, the 93rd percentile on SAT Reading and Writing, the 54th percentile on the analytical writing section of the GRE, the 88th percentile on GRE quantitative reasoning, and the 99th percentile on GRE verbal reasoning. OpenAI also reported that GPT-4 scored in the 99th to 100th percentile on the 2020 USA Biology Olympiad semifinal exam and earned top scores on several AP exams. Independent researchers found in 2023 that ChatGPT based on GPT-3.5 performed "at or near the passing threshold" on all three parts of the United States Medical Licensing Examination (USMLE), suggesting that large language models could reach passing-level performance on some medical knowledge assessments even without domain-specific fine-tuning. GPT-3.5 was also reported to attain a low but passing grade on examinations for four law school courses at the University of Minnes
Semantic analysis (machine learning)
In machine learning, semantic analysis of a text corpus is the task of building structures that approximate concepts from a large set of documents. It generally does not involve prior semantic understanding of the documents. Semantic analysis strategies include: Metalanguages based on first-order logic, which can analyze the speech of humans. Understanding the semantics of a text is symbol grounding: if language is grounded, it is equal to recognizing a machine-readable meaning. For the restricted domain of spatial analysis, a computer-based language understanding system was demonstrated. Latent semantic analysis (LSA), a class of techniques where documents are represented as vectors in a term space. A prominent example is probabilistic latent semantic analysis (PLSA). Latent Dirichlet allocation, which involves attributing document terms to topics. n-grams and hidden Markov models, which work by representing the term stream as a Markov chain, in which each term is derived from preceding terms. == Stochastic semantic analysis ==
Situated
In artificial intelligence and cognitive science, the term situated refers to an agent which is embedded in an environment. The term situated is commonly used to refer to robots, but some researchers argue that software agents can also be situated if: they exist in a dynamic (rapidly changing) environment, which they can manipulate or change through their actions, and which they can sense or perceive. Examples might include web-based agents, which can alter data or trigger processes (such as purchases) over the internet, or virtual-reality bots which inhabit and change virtual worlds, such as Second Life. Being situated is generally considered to be part of being embodied, but it is useful to consider each perspective individually. The situated perspective emphasizes that intelligent behaviour derives from the environment and the agent's interactions with it. The nature of these interactions are defined by an agent's embodiment.
Pedagogical agent
A pedagogical agent is a concept borrowed from computer science and artificial intelligence and applied to education, usually as part of an intelligent tutoring system (ITS). It is a simulated human-like interface between the learner and the content, in an educational environment. A pedagogical agent is designed to model the type of interactions between a student and another person. Mabanza and de Wet define it as "a character enacted by a computer that interacts with the user in a socially engaging manner". A pedagogical agent can be assigned different roles in the learning environment, such as tutor or co-learner, depending on the desired purpose of the agent. "A tutor agent plays the role of a teacher, while a co-learner agent plays the role of a learning companion". == History == The history of Pedagogical Agents is closely aligned with the history of computer animation. As computer animation progressed, it was adopted by educators to enhance computerized learning by including a lifelike interface between the program and the learner. The first versions of a pedagogical agent were more cartoon than person, like Microsoft's Clippy which helped users of Microsoft Office load and use the program's features in 1997. However, with developments in computer animation, pedagogical agents can now look lifelike. By 2006 there was a call to develop modular, reusable agents to decrease the time and expertise required to create a pedagogical agent. There was also a call in 2009 to enact agent standards. The standardization and re-usability of pedagogical agents is less of an issue since the decrease in cost and widespread availability of animation tools. Individualized pedagogical agents can be found across disciplines including medicine, math, law, language learning, automotive, and armed forces. They are used in applications directed to every age, from preschool to adult. == Learning theories related to pedagogical agent design == === Distributed cognition theory === Distributed cognition theory is the method in which cognition progresses in the context of collaboration with others. Pedagogical agents can be designed to assist the cognitive transfer to the learner, operating as artifacts or partners with collaborative role in learning. To support the performance of an action by the user, the pedagogical agent can act as a cognitive tool as long as the agent is equipped with the knowledge that the user lacks. The interactions between the user and the pedagogical agent can facilitate a social relationship. The pedagogical agent may fulfill the role of a working partner. === Socio-cultural learning theory === Socio-cultural learning theory is how the user develops when they are involved in learning activities in which there is interaction with other agents. A pedagogical agent can: intervene when the user requests, provide support for tasks that the user cannot address, and potentially extend the learners cognitive reach. Interaction with the pedagogical agent may elicit a variety of emotions from the learner. The learner may become excited, confused, frustrated, and/or discouraged. These emotions affect the learners' motivation. === Extraneous Cognitive Load === Extraneous cognitive load is the extra effort being exerted by an individual's working memory due to the way information is being presented. A pedagogical agent can increase the user's cognitive load by distracting them and becoming the focus of their attention, causing split attention between the instructional material and the agent. Agents can reduce the perceived cognitive load by providing narration and personalization that can also promote a user's interest and motivation. While research on the reduction of cognitive load from pedagogical agents is minimal, more studies have shown that agents do not increase it. == Effectiveness == It has been suggested by researchers that pedagogical agents may take on different roles in the learning environment. Examples of these roles are: supplanting, scaffolding, coaching, testing, or demonstrating or modelling a procedure. A pedagogical agent as a tutor has not been demonstrated to add any benefit to an educational strategy in equivalent lessons with and without a pedagogical agent. According to Richard Mayer, there is some support in research for pedagogical agent increasing learning, but only as a presenter of social cues. A co-learner pedagogical agent is believed to increase the student's self-efficacy. By pointing out important features of instructional content, a pedagogical agent can fulfill the signaling function, which research on multimedia learning has shown to enhance learning. Research has demonstrated that human-human interaction may not be completely replaced by pedagogical agents, but learners may prefer the agents to non-agent multimedia systems. This finding is supported by social agency theory. Much like the varying effectiveness of the pedagogical agent roles in the learning environment, agents that take into account the user's affect have had mixed results. Research has shown pedagogical agents that make use of the users’ affect have been found to increase user knowledge retention, motivation, and perceived self-efficacy. However, with such a broad range of modalities in affective expressions, it is often difficult to utilize them. Additionally, having agents detect a user's affective state with precision remains challenging, as displays of affect are different across individuals. == Design == === Attractiveness === The appearance of a pedagogical agent can be manipulated to meet the learning requirements. The attractiveness of a pedagogical agent can enhance student's learning when the users were the opposite gender of the pedagogical agent. Male students prefer a sexy appearance of a female pedagogical agents and dislike the sexy appearance of male agents. Female students were not attracted by the sexy appearance of either male or female pedagogical agents. === Affective Response === Pedagogical agents have reached a point where they can convey and elicit emotion, but also reason about and respond to it. These agents are often designed to elicit and respond to affective actions from users through various modalities such as speech, facial expressions, and body gestures. They respond to the affective state of the given user, and make use of these modalities using a wide array of sensors incorporated into the design of the agent. Specifically in education and training applications, pedagogical agents are often designed to increasingly recognize when users or learners exhibit frustration, boredom, confusion, and states of flow. The added recognition in these agents is a step toward making them more emotionally intelligent, comforting and motivating the users as they interact. === Digital Representation === The design of a pedagogical agent often begins with its digital representation, whether it will be 2D or 3D and static or animated. Several studies have developed pedagogical agents that were both static and animated, then evaluated the relative benefits. Similar to other design considerations, the improved learning from static or animated agents remains questionable. One study showed that the appearance of an agent portrayed using a static image can impact a user's recall, based on the visual appearance. Other research found results that suggest static agent images improve learning outcomes. However, several other studies found user's learned more when the pedagogical agent was animated rather than static. Recently a meta-analysis of such research found a negligible improvement in learning via pedagogical agents, suggesting more work needs to be done in the area to support any claims.