04121 Abstracts Collection -- Evaluating Embodied Conversational Agents

From 14.03.04 to 19.03.04, the Dagstuhl Seminar 04121 ``Evaluating Embodied Conversational Agents\u27\u27 was held in the International Conference and Research Center (IBFI), Schloss Dagstuhl. During the seminar, several participants presented their current research, and ongoing work and open problems were discussed. Abstracts of the presentations given during the seminar as well as abstracts of seminar results and ideas are put together in this paper. The first section describes the seminar topics and goals in general. Links to extended abstracts or full papers are provided, if available

MOTIBOT: IL COACH VIRTUALE PER INTERVENTI DI COPING SANO PER ADULTI CON DIABETE MELLITO

Il diabete mellito (DM) è una malattia metabolica autogestita, in cui se l'individuo non è motivato o non è in grado di gestire regolarmente il proprio DM, i risultati medici e psicosociali saranno scarsi. Il DM è più di una condizione di salute fisica: ha impatti comportamentali, fisiologici, psicologici e sociali, e richiede alti livelli di motivazione per seguire le raccomandazioni cliniche e adottare comportamenti sani. A questo scopo, le linee guida dell'American Association of Diabetes Educators (AADE) hanno introdotto il costrutto di coping sano per identificare le strategie di coping per ridurre i sintomi di depressione, ansia, stress e disagio emotivo legato al diabete, migliorando anche il benessere degli adulti con DM. In questo contesto, i Virtual Coaches (VCs) sono diventati un importante risorsa nel supporto e nella gestione delle barriere comuni nel contesto dell'aderenza ai comportamenti sani tra gli adulti con DM. Tuttavia, pochi sono i VC specificamente sviluppati a fornire supporto psicosociale agli adulti con DM. L'obiettivo principale della presente tesi è stato, infatti, lo sviluppo di un VC per fornire supporto psicosociale agli adulti con DM di tipo 1 (T1DM) o DM di tipo 2 (T2DM). Più specificamente, questo VC mirava a motivare gli adulti con DM a ridurre sintomi di depressione, ansia, stress, il disagio emotivo legato al diabete, e a migliorare il loro benessere, incoraggiandoli ad acquisire e coltivare strategie di coping psicosociale sano. Queste abilità di coping facevano riferimento alle linee guida dell'AADE e quindi alla pratica della meditazione; in questo studio è stata, infatti, applicata la Mindfulness-Based Cognitive Therapy. La presente tesi è articolata secondo tre studi. Lo studio 1 mirava a fornire prove meta-analitiche sull'efficacia degli interventi eHealth nel sostenere il benessere psicosociale e medico degli adulti con T1DM o T2DM. Lo studio 2 mirava a testare il prototipo del VC simulato, cioè Wizard of Oz (WOZ), attraverso la piattaforma di messaggistica WhatsApp per 6 settimane, con due sessioni a settimana. In particolare, questo studio ha indagato l'accettabilità preliminare e la User Experience (UX) del protocollo di intervento, che sarà incorporato nel futuro VC. Infatti, il metodo di progettazione è stato duplice. Da un lato, è stato applicato il metodo WOZ, in cui gli studenti di psicologia credevano di interagire con un VC; invece, stavano comunicando con un essere umano. Dall'altro lato, è stato utilizzato il modello Obesity-Related Behavioural Intervention Trials (ORBIT), in particolare le sue prime fasi, poiché favorisce un approccio iterativo. Lo studio 3, seguendo le fasi successive del modello ORBIT, mirava a valutare l'efficacia preliminare del VC, chiamato Motibot - abbreviazione di Motivational bot - sviluppato attraverso una combinazione di Natural Language Processing (NLU) e regole pre-strutturate. Un totale di 13 adulti italiani con DM (Mage = 30.08, SD = 10.61) hanno interagito con Motibot attraverso l'applicazione di messaggistica Telegram per 12 sessioni, in cui il paziente poteva pianificare l'appuntamento secondo le sue esigenze: ha interagito con Motibot una o due sessioni a settimana. Motibot è stato percepito come motivante, incoraggiante e capace di innescare un'auto-riflessione sulle proprie emozioni: gli utenti e i pazienti hanno riferito di aver avuto un'esperienza molto positiva con Motibot. Motibot può essere uno strumento utile per fornire supporto psicosociale agli adulti con DM; potrebbe essere prescritto dal diabetologo come misura preventiva per il benessere del paziente e/o quando il paziente presenta sintomi psicosociali lievi e moderati. L'approccio di design centrato sull'utente e il concetto di bidirezionalità tra fattori psicosociali e medici sono punti chiave nello sviluppo di un trattamento digitale personalizzato.Diabetes Mellitus (DM) is a self-managed, metabolic disease, in which if the individual is unwilling, unmotivated, or unable to regularly self-manage their DM, the medical and psychosocial outcomes will be poor. Indeed, DM is more than a physical health condition: it has behavioural, physiological, psychological, and social impacts, and demands high levels of motivation in order to follow the clinical recommendations and adopt healthy behaviours. To this end, the American Association of Diabetes Educators (AADE) guidelines introduced the healthy coping construct to identify healthy coping strategies for reducing symptoms of depression, anxiety, stress, and diabetes-related emotional distress while also improving the well-being of adults with DM. Virtual Coaches (VCs) have recently become more prevalent in the support and management of common barriers in the context of adherence to healthy behaviours among adults with DM, in particular those regarding medical and physical behaviours. However, few VCs were found to be specifically aimed at providing psychosocial support to adults with DM. The main aim of the present thesis was, indeed, the development and implementation of a VC for the provision of psychosocial support to adults with Type 1 (T1DM) or Type 2 DM (T2DM). More specifically, this VC aimed at motivating adults with DM to reduce depression, anxiety, perceived stress symptoms, diabetes-related emotional distress, and improve their well-being, by encouraging them to acquire and cultivate psychosocial healthy coping strategies. These coping skills referred to the AADE guidelines and thus to practicing meditation; in this study, the Mindfulness-Based Cognitive Therapy has been applied. The present thesis is articulated according to three studies. Study 1 aimed at providing meta-analytical evidence on the efficacy of eHealth interventions in supporting the psychosocial and medical well-being of adults with T1DM or T2DM. Study 2 aimed at testing the prototype of the simulated VC, namely Wizard of Oz (WOZ), via the WhatsApp messaging platform for 6-week, with two sessions per week. In particular, this study investigated the preliminary acceptability and the User Experience (UX) of the intervention protocol, which will be incorporated into the future VC. Indeed, the design method was two-fold. On the one hand, the WOZ method was applied, in which psychology students believed that they were interacting with a VC, instead they were communicating with a human being. On the other hand, the Obesity-Related Behavioural Intervention Trials (ORBIT) model was used, particularly its early phases, since it favours an iterative approach. Study 3, following the next phases of the ORBIT model, aimed at assessing the preliminary efficacy of the VC, called Motibot—the abbreviation for Motivational bot—developed through a combination of Natural Language Processing (NLU) and hand-crafted rules. A total of 13 Italian adults with DM (Mage = 30.08, SD = 10.61) interacted with Motibot through the Telegram messaging application for 12 sessions, in which the patient planned the appointment according to his/her needs: he/she interacted with Motibot one or two sessions per week. Therefore, Motibot was perceived as motivating, encouraging and able to trigger self-reflection on one’s own emotions: users and patients reported having a very positive experience with Motibot. Motibot, thus, can be a useful tool to provide psychosocial support to adults with DM; as such, it might be prescribed by the diabetologist as a preventive measure for the patient’s well-being and/or when the patient presents mild and moderate psychosocial symptoms. The user-centred design approach and the concept of bidirectionality between psychosocial and medical factors are key points in the development of a personalised treatment within the digital intervention

Designing Embodied Interactive Software Agents for E-Learning: Principles, Components, and Roles

Embodied interactive software agents are complex autonomous, adaptive, and social software systems with a digital embodiment that enables them to act on and react to other entities (users, objects, and other agents) in their environment through bodily actions, which include the use of verbal and non-verbal communicative behaviors in face-to-face interactions with the user. These agents have been developed for various roles in different application domains, in which they perform tasks that have been assigned to them by their developers or delegated to them by their users or by other agents. In computer-assisted learning, embodied interactive pedagogical software agents have the general task to promote human learning by working with students (and other agents) in computer-based learning environments, among them e-learning platforms based on Internet technologies, such as the Virtual Linguistics Campus (www.linguistics-online.com). In these environments, pedagogical agents provide contextualized, qualified, personalized, and timely assistance, cooperation, instruction, motivation, and services for both individual learners and groups of learners. This thesis develops a comprehensive, multidisciplinary, and user-oriented view of the design of embodied interactive pedagogical software agents, which integrates theoretical and practical insights from various academic and other fields. The research intends to contribute to the scientific understanding of issues, methods, theories, and technologies that are involved in the design, implementation, and evaluation of embodied interactive software agents for different roles in e-learning and other areas. For developers, the thesis provides sixteen basic principles (Added Value, Perceptible Qualities, Balanced Design, Coherence, Consistency, Completeness, Comprehensibility, Individuality, Variability, Communicative Ability, Modularity, Teamwork, Participatory Design, Role Awareness, Cultural Awareness, and Relationship Building) plus a large number of specific guidelines for the design of embodied interactive software agents and their components. Furthermore, it offers critical reviews of theories, concepts, approaches, and technologies from different areas and disciplines that are relevant to agent design. Finally, it discusses three pedagogical agent roles (virtual native speaker, coach, and peer) in the scenario of the linguistic fieldwork classes on the Virtual Linguistics Campus and presents detailed considerations for the design of an agent for one of these roles (the virtual native speaker)

MOG 2007:Workshop on Multimodal Output Generation: CTIT Proceedings

This volume brings together presents a wide variety of work offering different perspectives on multimodal generation. Two different strands of work can be distinguished: half of the gathered papers present current work on embodied conversational agents (ECA’s), while the other half presents current work on multimedia applications. Two general research questions are shared by all: what output modalities are most suitable in which situation, and how should different output modalities be combined

A software based mentor system

This thesis describes the architecture, implementation issues and evaluation of Mentor - an educational support system designed to mentor students in their university studies. Students can ask (by typing) natural language questions and Mentor will use several educational paradigms to present information from its Knowledge Base or from data-mined online Web sites to respond. Typically the questions focus on the student’s assignments or in their preparation for their examinations. Mentor is also pro-active in that it prompts the student with questions such as "Have you started your assignment yet?". If the student responds and enters into a dialogue with Mentor, then, based upon the student’s questions and answers, it guides them through a Directed Learning Path planned by the lecturer, specific to that assessment. The objectives of the research were to determine if such a system could be designed, developed and applied in a large-scale, real-world environment and to determine if the resulting system was beneficial to students using it. The study was significant in that it provided an analysis of the design and implementation of the system as well as a detailed evaluation of its use. This research integrated the Computer Science disciplines of network communication, natural language parsing, user interface design and software agents, together with pedagogies from the Computer Aided Instruction and Intelligent Tutoring System fields of Education. Collectively, these disciplines provide the foundation for the two main thesis research areas of Dialogue Management and Tutorial Dialogue Systems. The development and analysis of the Mentor System required the design and implementation of an easy to use text based interface as well as a hyper- and multi-media graphical user interface, a client-server system, and a dialogue management system based on an extensible kernel. The multi-user Java-based client-server system used Perl-5 Regular Expression pattern matching for Natural Language Parsing along with a state-based Dialogue Manager and a Knowledge Base marked up using the XML-based Virtual Human Markup Language. The kernel was also used in other Dialogue Management applications such as with computer generated Talking Heads. The system also enabled a user to easily program their own knowledge into the Knowledge Base as well as to program new information retrieval or management tasks so that the system could grow with the user. The overall framework to integrate and manage the above components into a usable system employed suitable educational pedagogies that helped in the student’s learning process. The thesis outlines the learning paradigms used in, and summarises the evaluation of, three course-based Case Studies of university students’ perception of the system to see how effective and useful it was, and whether students benefited from using it. This thesis will demonstrate that Mentor met its objectives and was very successful in helping students with their university studies. As one participant indicated: ‘I couldn’t have done without it.

Management: A bibliography for NASA managers (supplement 21)

This bibliography lists 664 reports, articles and other documents introduced into the NASA scientific and technical information system in 1986. Items are selected and grouped according to their usefulness to the manager as manager. Citations are grouped into ten subject categories: human factors and personnel issues; management theory and techniques; industrial management and manufacturing; robotics and expert systems; computers and information management; research and development; economics, costs, and markets; logistics and operations management; reliability and quality control; and legality, legislation, and policy