It is frequently held forth, within the area of virtual pedagogical characters, that such characters are beneficial for learning as they strengthen the social dimension of electronic learning environments. This article presents more details on this proposal together with a survey of corresponding empirical evidence. In addition, materials from a recently conducted empirical study are presented. Ninety school children, 12-15-year-old, were asked (i) to grade the idea of virtual characters in electronic learning environments and (ii) to chose between a strictly task-oriented, socially shallow and a more socially oriented pedagogical character. The participants were also asked to articulate the reasons behind their answers, and to share their thoughts and opinions on the issues. The results of the study, as well as of several of the studies reviewed, indicate that responses and attitudes towards social aspects of virtual pedagogical characters are highly divergent. In particular, the notion that social dimensions of virtual characters increase learners' motivation and engagement may be less generally applicable in a student population than is sometimes hypothesized. An ensuing design guideline suggests interface solutions with an emphasis on flexibility regarding social orientation and communicative style in virtual characters.