A Formal Framework for Interactive Agents

AbstractThis paper proposes a formal framework and architecture for specification and analysis of interactive agents. The framework can be used to explore the design space, study features of different points in the design space, and to develop executable specifications of specific agents and study their interactions with the environment. A long term goal is development of reasoning principles specialized to different regions of the design space

SiMAMT: A Framework for Strategy-Based Multi-Agent Multi-Team Systems

Multi-agent multi-team systems are commonly seen in environments where hierarchical layers of goals are at play. For example, theater-wide combat scenarios where multiple levels of command and control are required for proper execution of goals from the general to the foot soldier. Similar structures can be seen in game environments, where agents work together as teams to compete with other teams. The different agents within the same team must, while maintaining their own ‘personality’, work together and coordinate with each other to achieve a common team goal. This research develops strategy-based multi-agent multi-team systems, where strategy is framed as an instrument at the team level to coordinate the multiple agents of a team in a cohesive way. A formal specification of strategy and strategy-based multi-agent multi-team systems is provided. A framework is developed called SiMAMT (strategy- based multi-agent multi-team systems). The different components of the framework, including strategy simulation, strategy inference, strategy evaluation, and strategy selection are described. A graph-matching approximation algorithm is also developed to support effective and efficient strategy inference. Examples and experimental results are given throughout to illustrate the proposed framework, including each of its composite elements, and its overall efficacy. This research make several contributions to the field of multi-agent multi-team systems: a specification for strategy and strategy-based systems, and a framework for implementing them in real-world, interactive-time scenarios; a robust simulation space for such complex and intricate interaction; an approximation algorithm that allows for strategy inference within these systems in interactive-time; experimental results that verify the various sub-elements along with a full-scale integration experiment showing the efficacy of the proposed framework

Individual Planning in Agent Populations: Exploiting Anonymity and Frame-Action Hypergraphs

Interactive partially observable Markov decision processes (I-POMDP) provide a formal framework for planning for a self-interested agent in multiagent settings. An agent operating in a multiagent environment must deliberate about the actions that other agents may take and the effect these actions have on the environment and the rewards it receives. Traditional I-POMDPs model this dependence on the actions of other agents using joint action and model spaces. Therefore, the solution complexity grows exponentially with the number of agents thereby complicating scalability. In this paper, we model and extend anonymity and context-specific independence -- problem structures often present in agent populations -- for computational gain. We empirically demonstrate the efficiency from exploiting these problem structures by solving a new multiagent problem involving more than 1,000 agents.Comment: 8 page article plus two page appendix containing proofs in Proceedings of 25th International Conference on Autonomous Planning and Scheduling, 201

A taxonomy for interactive educational multimedia

Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction

Learning in a Landscape: Simulation-building as Reflexive Intervention

This article makes a dual contribution to scholarship in science and technology studies (STS) on simulation-building. It both documents a specific simulation-building project, and demonstrates a concrete contribution to interdisciplinary work of STS insights. The article analyses the struggles that arise in the course of determining what counts as theory, as model and even as a simulation. Such debates are especially decisive when working across disciplinary boundaries, and their resolution is an important part of the work involved in building simulations. In particular, we show how ontological arguments about the value of simulations tend to determine the direction of simulation-building. This dynamic makes it difficult to maintain an interest in the heterogeneity of simulations and a view of simulations as unfolding scientific objects. As an outcome of our analysis of the process and reflections about interdisciplinary work around simulations, we propose a chart, as a tool to facilitate discussions about simulations. This chart can be a means to create common ground among actors in a simulation-building project, and a support for discussions that address other features of simulations besides their ontological status. Rather than foregrounding the chart's classificatory potential, we stress its (past and potential) role in discussing and reflecting on simulation-building as interdisciplinary endeavor. This chart is a concrete instance of the kinds of contributions that STS can make to better, more reflexive practice of simulation-building.Comment: 37 page

Modelling rational user behaviour as games between an angel and a demon

Formal models of rational user behavior are essential for user-centered reasoning about interactive systems. At an abstract level, planned behavior and reactive behavior are two important aspects of the rational behavior of users for which existing cognitive modeling approaches are too detailed. In this paper, we propose a novel treatment of these aspects within our formal framework of cognitively plausible behavior. We develop an abstract, formal model of rational behavior as a game between two opponents. Intuitively, an Angel abstractly represents the planning aspects, whereas a Demon represents the reactive aspects of user behavior. The formalization is carried out within the MOCHA framework and is illustrated by simple examples of interactive tasks

Footprints of emergence

It is ironic that the management of education has become more closed while learning has become more open, particularly over the past 10-20 years. The curriculum has become more instrumental, predictive, standardized, and micro-managed in the belief that this supports employability as well as the management of educational processes, resources, and value. Meanwhile, people have embraced interactive, participatory, collaborative, and innovative networks for living and learning. To respond to these challenges, we need to develop practical tools to help us describe these new forms of learning which are multivariate, self-organised, complex, adaptive, and unpredictable. We draw on complexity theory and our experience as researchers, designers, and participants in open and interactive learning to go beyond conventional approaches. We develop a 3D model of landscapes of learning for exploring the relationship between prescribed and emergent learning in any given curriculum. We do this by repeatedly testing our descriptive landscapes (or footprints) against theory, research, and practice across a range of case studies. By doing this, we have not only come up with a practical tool which can be used by curriculum designers, but also realised that the curriculum itself can usefully be treated as emergent, depending on the dynamicsbetween prescribed and emergent learning and how the learning landscape is curated

A conceptual framework for interactive virtual storytelling

This paper presents a framework of an interactive storytelling system. It can integrate five components: management centre, evaluation centre, intelligent virtual agent, intelligent virtual environment, and users, making possible interactive solutions where the communication among these components is conducted in a rational and intelligent way. Environment plays an important role in providing heuristic information for agents through communicating with the management centre. The main idea is based on the principle of heuristic guiding of the behaviour of intelligent agents for guaranteeing the unexpectedness and consistent themes