Bringing tabletop technologies to kindergarten children

Taking computer technology away from the desktop and into a more physical, manipulative space, is known that provide many benefits and is generally considered to result in a system that is easier to learn and more natural to use. This paper describes a design solution that allows kindergarten children to take the benefits of the new pedagogical possibilities that tangible interaction and tabletop technologies offer for manipulative learning. After analysis of children's cognitive and psychomotor skills, we have designed and tuned a prototype game that is suitable for children aged 3 to 4 years old. Our prototype uniquely combines low cost tangible interaction and tabletop technology with tutored learning. The design has been based on the observation of children using the technology, letting them freely play with the application during three play sessions. These observational sessions informed the design decisions for the game whilst also confirming the children's enjoyment of the prototype

Jacob: An Educational Agent in a Virtual Environment

The Jacob Project involves the construction of a virtual environment where an animated human-like agent called Jacob gives instruction to the user. The project focuses on three issues: the software engineering aspects of building a virtual reality system, the integration of natural language interaction and other interaction modalities, and the use of agent technology. Jacob has been given a task model and an instruction model in order to teach a particular task. The results of the project can be generalized so that the agent can be used to instruct other tasks in other virtual environments

Touch Screen Avatar English Learning System For University Students Learning Simplicity

This paper discusses on touch screen avatar for an English language learning application system. The system would be a combination of avatar as Animated Pedagogical Agent (APA) and a touch screen application that adapt the up to date gesture-based computing which is found as having potential to change the way how we learn as it could reduce the amount of Information Communication Technology (ICT) devices used during teaching and learning process. The key here is interaction between university students and touch screen avatar intelligent application system as well as learning resources that could be learned anytime anywhere twenty four hours in seven days 24/7 based on their study time preference where they could learn at their own comfort out of the tradition. The students would be provided with a learning tool that could help them learn interactively with the current trend which they might be interested with based on their own personalization. Apart from that, their performance shall be monitored from a distance and evaluated to avoid disturbing their learning process from working smoothly and getting rid of feeling of being controlled. Thus, the students are expected to have lower affective filter level that may enhance the way they learn unconsciously. Keywords: Gesture-Based Computing, Avatar, Portable Learning Tool, Interactivity, Language Learnin

Adding Semantic Web Knowledge to Intelligent Personal Assistant Agents

Intelligent Personal Assistant (IPA) agents are software agents which assist users in performing specific tasks. They should be able to communicate, cooperate, discuss, and guide people. This paper presentsa proposal to add Semantic Web Knowledge to IPA agents. In our solution,the IPA agent has a modular knowledge organization composed by four differentiated areas: (i) the rational area, which adds semantic webknowledge, (ii) the association area, which simplifies building appropriate responses, (iii) the commonsense area, which provides common sense responses, and (iv) the behavioral area, which allows IPA agents to show empathy. Our main objective is to create more intelligent and more humana alike IPA agents, enhancing the current abilities that these software agents provide

PEGASE: A generic and adaptable intelligent system for virtual reality learning environments

International audienceThe context of this research is the creation of human learning environments using virtual reality. We propose the integration of a generic and adaptable intelligent tutoring system (Pegase) into a virtual environment. The aim of this environment is to instruct the learner, and to assist the instructor. The proposed system is created using a multi-agent system. This system emits a set of knowledge (actions carried out by the learner, knowledge about the field, etc.) which Pegase uses to make informed decisions. Our study focuses on the representation of knowledge about the environment, and on the adaptable pedagogical agent providing instructive assistance

Planning-based Social Partners for Children with Autism

This paper describes the design and implementation of a planning-based socially intelligent agent built to help young children with Autism Spectrum Conditions acquire social communication skills. We explain how planning technology allowed us to satisfy agent’s design requirements that we identified through our consultations with children and carers and through a review of best practices for autism intervention.We discuss the design principles implemented, the engineering challenges faced and the lessons learned from building our pedagogical agent. We conclude by presenting substantial experimental results concerning the agent’s efficacy

Interactive Embodied Agents for Cultural Heritage and Archaeological presentations

[EN] In this paper, Maxine, a powerful engine to develop applications with embodied animated agents is presented. The engine, based on the use of open source libraries, enables multimodal real-time interaction with the user: via text, voice, images and gestures. Maxine virtual agents can establish emotional communication with the user through their facial expressions, the modulation of the voice and expressing the answers of the agents according to the information gathered by the system: noise level in the room, observer’s position, emotional state of the observer, etc. Moreover, the user’s emotions are considered and captured through images. For the moment, Maxine virtual agents have been used as virtual presenters for Cultural Heritage and Archaeological shows.This work has been partially financed by the Spanish “Dirección General de Investigación'' (General Directorate of Research), contract number Nº TIN2007-63025, and by the Regional Government of Aragon through the WALQA agreement.Seron, F.; Baldassarri, S.; Cerezo, E. (2010). Interactive Embodied Agents for Cultural Heritage and Archaeological presentations. Virtual Archaeology Review. 1(1):181-184. https://doi.org/10.4995/var.2010.5143OJS18118411BALDASSARRI, S., CEREZO, E., SERON, F. (2007): An open source engine for embodied animated agents.In Proc. Congreso Español de Informática Gráfica: CEIG'07, pp. 89-98.BERRY, D.et al, (2005). Evaluating a realistic agent in an advice-giving task. In International Journal in Human-Computer Studies, Nº 63, pp. 304-327. http://dx.doi.org/10.1016/j.ijhcs.2005.03.006BOFF, E. et al, (2005). An affective agent-based virtual character for learning environments. Proceedings of the Wokshop on Motivation and Affect in Educational Software, 12th International Conference on Artificial Intelligence in Education. Amsterdam, Holland, pp 1-8.BURLESON, W. et al, (2004). A Platform for Affective Agent Research. Proceedings of the Workshop on Empathetic Agents, International Conference on Autonomous Agents and Multiagent Systems, New York, USA.CEREZO, E., BALDASSARRI, S., SERON, F. (2007): Interactive agents for multimodal emotional user interaction. In Proc. of IADIS International Conference Interfaces and Human Computer Interaction, pp. 35-42.CASELL, J. et al (eds), (2000), in Embodied Conversational Agents. MIT Press, Cambridge, USA.El-NASR, M. S. et al, (1999). A PET with Evolving Emotional Intelligence. Proceedings of the 3rd Annual Conference on Autonomous Agents. Seattle, USA, pp. 9 - 15. http://dx.doi.org/10.1145/301136.301150GRAESSER, A. et al, (2005). AutoTutor: An Intelligent tutoring system with mixed-initiative dialogue. In IEEE Transactions on Education, Vol. 48, Nº 4, pp. 612-618. http://dx.doi.org/10.1109/TE.2005.856149KASAP, Z. and N. MAGNENAT-THALMANN (2007): "Intelligent virtual humans with autonomy and personality: State-of-the-art", in IntelligentDecision Technologies. IOS PressMARSELLA S. C et al, (2000). Interactive Pedagogical Drama. Proceedings of the 4th International Conference on Autonomous Agents. Barcelona, Spain, pp. 301-308. http://dx.doi.org/10.1145/336595.337507MIGNONNEAU, L. and SOMMERER, C. (2005). Designing emotional, methaforic, natural and intuitive interfaces for interactive art, edutainment and mobile communications, in Computer & Graphics, Vol. 29, pp. 837-851.PRENDINGER, H. and ISHIZUKA, M., (2005). The Empathic Companion: A Character-Based Interface that Addresses Users' Affective States. In Applied Artificial Intelligence, Vol.19, pp.267-285. http://dx.doi.org/10.1080/08839510590910174ROSIS, F. et al, (2003). From Greta's mind to her face: modelling the dynamics of affective status in a conversational embodied agent. In International Journal of Human-computer Studies. Special Issue on Applications of Affective Computing in HCI, Vol 59, pp 81-118. http://dx.doi.org/10.1016/s1071-5819(03)00020-xYUAN, X. and CHEE, S. (2005). Design and evaluation of Elva: an embodied tour guide in an interactive virtual art gallery. In Computer Animation and Virtual Worlds, Vol. 16, pp.109-119. http://dx.doi.org/10.1002/cav.6

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)