A proposal to act on Theory of Mind by applying robotics and virtual worlds with children with ASD

The article proposes an intervention framed under a single-subject research design where robotics and a 3D virtual environment are used jointly to improve the development of Theory of Mind in children with ASD. The project aims at verifying if the use of a humanoid robot, with high interactive abilities and responses, along with a virtual robot in a social virtual world can enable an improved comprehension of emotions and perspective taking. Specifically the planned activities are designed to gradually support the subjects with ASD in interactional settings in order to make them acquire the needed self-confidence to finally interact with a classmate in the virtual environment

A huggable, mobile robot for developmental disorder interventions in a multi-modal interaction space

We propose a new emotional, huggable, mobile, and configurable robot (Teo), which can address some of the still open therapeutic needs in the treatment of Developmental Disability (DD). Teo has been designed in partnership with a team of DD specialists, and it is meant to be used as an efficient and easy-to-use tool for caregivers. Teo is integrated with virtual worlds shown on large displays or projections and with external motion sensing devices to support various forms of full-body interaction and to engage DD persons in a variety of play activities that blend the digital and physical world and can be fully customized by therapists to meet the requirements of each single subject. Exploratory studies have been performed at two rehabilitation centres to investigate the potential of our approach. The positive results of these studies pinpoint that our system endeavors promising opportunities to offer new forms of interventions for DD people

Virtual Reality Games for Motor Rehabilitation

This paper presents a fuzzy logic based method to track user satisfaction without the need for devices to monitor users physiological conditions. User satisfaction is the key to any product’s acceptance; computer applications and video games provide a unique opportunity to provide a tailored environment for each user to better suit their needs. We have implemented a non-adaptive fuzzy logic model of emotion, based on the emotional component of the Fuzzy Logic Adaptive Model of Emotion (FLAME) proposed by El-Nasr, to estimate player emotion in UnrealTournament 2004. In this paper we describe the implementation of this system and present the results of one of several play tests. Our research contradicts the current literature that suggests physiological measurements are needed. We show that it is possible to use a software only method to estimate user emotion

Towards Learning ‘Self’ and Emotional Knowledge in Social and Cultural Human-Agent Interactions

Original article can be found at: http://www.igi-global.com/articles/details.asp?ID=35052 Copyright IGI. Posted by permission of the publisher.This article presents research towards the development of a virtual learning environment (VLE) inhabited by intelligent virtual agents (IVAs) and modeling a scenario of inter-cultural interactions. The ultimate aim of this VLE is to allow users to reflect upon and learn about intercultural communication and collaboration. Rather than predefining the interactions among the virtual agents and scripting the possible interactions afforded by this environment, we pursue a bottomup approach whereby inter-cultural communication emerges from interactions with and among autonomous agents and the user(s). The intelligent virtual agents that are inhabiting this environment are expected to be able to broaden their knowledge about the world and other agents, which may be of different cultural backgrounds, through interactions. This work is part of a collaborative effort within a European research project called eCIRCUS. Specifically, this article focuses on our continuing research concerned with emotional knowledge learning in autobiographic social agents.Peer reviewe

An Overview of Self-Adaptive Technologies Within Virtual Reality Training

This overview presents the current state-of-the-art of self-adaptive technologies within virtual reality (VR) training. Virtual reality training and assessment is increasingly used for five key areas: medical, industrial & commercial training, serious games, rehabilitation and remote training such as Massive Open Online Courses (MOOCs). Adaptation can be applied to five core technologies of VR including haptic devices, stereo graphics, adaptive content, assessment and autonomous agents. Automation of VR training can contribute to automation of actual procedures including remote and robotic assisted surgery which reduces injury and improves accuracy of the procedure. Automated haptic interaction can enable tele-presence and virtual artefact tactile interaction from either remote or simulated environments. Automation, machine learning and data driven features play an important role in providing trainee-specific individual adaptive training content. Data from trainee assessment can form an input to autonomous systems for customised training and automated difficulty levels to match individual requirements. Self-adaptive technology has been developed previously within individual technologies of VR training. One of the conclusions of this research is that while it does not exist, an enhanced portable framework is needed and it would be beneficial to combine automation of core technologies, producing a reusable automation framework for VR training

TouchStory: Interactive Software Designed to Assist Children with Autism to Understand Narrative

The work described in this thesis falls under the umbrella of the Aurora project (Aurora 2000). Aurora is a long-term research project which, through diverse studies, investigates the potential enhancement of the everyday lives of children with autism through the use of robots, and other interactive systems, in playful contexts. Autism is a lifelong pervasive disability which affects social interaction and communication. Importantly for this thesis, children with autism exhibit a deficit in narrative comprehension which adversely impacts their social world. The research agenda addressed by this thesis was to develop an interactive software system which promotes an understanding of narrative structure (and thus the social world) while addressing the needs of individual children. The conceptual approach developed was to break down narrative into proto-narrative components and address these components individually through the introduction of simple game-like tasks, called t-stories, presented in a human-computer interaction context. The overarching hypothesis addressed was that it is possible to help children with autism to improve their narrative skills by addressing proto-narrative components independently. An interactive software system called TouchStory was developed to present t-stories to children with autism. Following knowledge of the characteristics and preferences of this group of learners TouchStory maintained strong analogies with the concrete, physical world. The design approach was to keep things simple, introducing features only if necessary to provide a focussed and enjoyable game. TouchStory uses a touch-sensitive screen as the interaction device as it affords immediate direct manipulation of the t-story components. Socially mediated methods of requirements elicitation and software evaluation (such as focus groups, thinking aloud protocols, or intergenerational design teams) are not appropriate for use with children with autism who are not socially oriented and, in the case of children with ‗lower functioning‘ autism, may have very few words or no productive language. Therefore a new strategy was developed to achieve an inclusive, child-centred design; this was to interleave prototype development with evaluation over several long-term trials. The trials were carried out in the participants‘ own school environments to provide an ecologically valid contextual enquiry. In the first trial 18 participants were each seen individually once. The second and third trials were extended studies of 12 and 20 school visits with 12 and 6 participants respectively; each participant was seen individually on each school visit, provided that the participant was at school on the day of the visit. Evaluation was carried out on the basis of video recordings of the sessions and software logs of the on-screen interactions. Individual learning needs were addressed by adapting the set of t-stories presented to the participant on the basis of success during recent sessions. No ordering of difficulty among the proto-narrative categories could be known a priori for any individual child, and may vary from child to child. Therefore the intention was to gradually, over multiple sessions, increase the proportion of t-stories from proto-narrative categories which the individual participant found challenging, while retaining sufficient scope for the expression of skills already mastered for the session to be enjoyable and rewarding. The adaptation of the software was achieved by introducing a simple adaptive formula, evaluating it over successive long terms trials, and increasing the complexity of the formula only where necessary. Results indicate that individual participants found the interactive presentation of the simple game-like tasks engaging, even after repeated exposures on as many as 20 occasions. The adaptive formula developed in this study did, for engaged participants, focus on the proto-narrative categories which the participant needed to practice but was likely to succeed; that is it did target an effective learning zone. While little evidence was seen of learning with respect to the fully developed narratives encountered in everyday life, results strongly suggest that some participants were actively engaged in self-directed, curiosity-driven activity that functioned as learning in that they were able to transfer knowledge about the appropriateness of particular responses to previously unseen t-stories. This thesis was driven by the needs of children with autism; contributions are made in a number of cognate areas. A conceptual contribution was made by the introduction of the proto-narrative concept which was shown to identify narrative deficits in children with autism and to form a basis for learning. A contribution was made to computational adaptation by the development of a novel adaptive formula which was shown to present a challenging experience while maintaining sufficient predictability and opportunities for the expression of skills already mastered to provide a comfortable experience for children with autism. A contribution was made to software development by showing that children with autism may be included in the design process through iterative development combined with long term trials. A contribution was made to assistive technology by demonstrating that simplicity together with evaluation over long term trials engages children with autism and is a route to inclusion. We cannot expect any magic fixes for children with autism, progress will be made by small steps; this thesis forms a small but significant contribution

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity

Application-driven visual computing towards industry 4.0 2018

245 p.La Tesis recoge contribuciones en tres campos: 1. Agentes Virtuales Interactivos: autónomos, modulares, escalables, ubicuos y atractivos para el usuario. Estos IVA pueden interactuar con los usuarios de manera natural.2. Entornos de RV/RA Inmersivos: RV en la planificación de la producción, el diseño de producto, la simulación de procesos, pruebas y verificación. El Operario Virtual muestra cómo la RV y los Co-bots pueden trabajar en un entorno seguro. En el Operario Aumentado la RA muestra información relevante al trabajador de una manera no intrusiva. 3. Gestión Interactiva de Modelos 3D: gestión online y visualización de modelos CAD multimedia, mediante conversión automática de modelos CAD a la Web. La tecnología Web3D permite la visualización e interacción de estos modelos en dispositivos móviles de baja potencia.Además, estas contribuciones han permitido analizar los desafíos presentados por Industry 4.0. La tesis ha contribuido a proporcionar una prueba de concepto para algunos de esos desafíos: en factores humanos, simulación, visualización e integración de modelos