Using adaptation and goal context to automatically generate individual personalities for virtual characters

Personality is a key component of characters that inhabit immersive virtual environments, such as games and virtual agent applications. In order to be distinguishable from other characters in the environment, each character should have its own personality in the form of different observable behaviour, not solely in its physical appearance or animation. Previous work in this field has mostly relied on time-consuming, handcrafted characters and static, trait-based approaches to personality. Our goal is a method to develop complex, individual personalities without handcrafting every behaviour. Unlike most implemented versions of personality theories, cognitive-social theories of personality address how personality is developed and adapts throughout childhood and over our lifetimes. Cognitive-social theories also emphasise the importance of situations in determining how we behave. From this basis, we believe that personality should be individual, adaptive, and based on context. Characters in current state-of-the-art games and virtual environments do not demonstrate all of these features without extensive handcrafting. We propose a model where personality influences both decision-making and evaluation of reward. Characters use their past experiences in the form of simple somatic markers, or gut-instinct, to make decisions; and determine rewards based on their own personal goals, rather than via external feedback. We evaluated the model by implementation of a simple game and tested it using quantitative criteria, including a purpose-designed individuality measure. Results indicate that, although characters are given the same initial personality template, it is possible to develop different personalities (in the form of behaviour) based on their unique experiences in the environment and relationships with other characters. This work shows a way forward for more automated development of personalities that are individual, context-aware and adapt to users and the environment

A flexible and reusable framework for dialogue and action management in multi-party discourse

This thesis describes a model for goal-directed dialogue and activity control in real-time for multiple conversation participants that can be human users or virtual characters in multimodal dialogue systems and a framework implementing the model. It is concerned with two genres: task-oriented systems and interactive narratives. The model is based on a representation of participant behavior on three hierarchical levels: dialogue acts, dialogue games, and activities. Dialogue games allow to take advantage of social conventions and obligations to model the basic structure of dialogues. The interactions can be specified and implemented using reoccurring elementary building blocks. Expectations about future behavior of other participants are derived from the state of active dialogue games; this can be useful for, e. g., input disambiguation. The knowledge base of the system is defined in an ontological format and allows individual knowledge and personal traits for the characters. The Conversational Behavior Generation Framework implements the model. It coordinates a set of conversational dialogue engines (CDEs), where each participant is represented by one CDE. The virtual characters can act autonomously, or semi-autonomously follow goals assigned by an external story module (Narrative Mode). The framework allows combining alternative specification methods for the virtual characters\u27; activities (implementation in a general-purpose programming language, by plan operators, or in the specification language Lisa that was developed for the model). The practical viability of the framework was tested and demonstrated via the realization of three systems with different purposes and scope.Diese Arbeit beschreibt ein Modell für zielgesteuerte Dialog- und Ablaufsteuerung in Echtzeit für beliebig viele menschliche Konversationsteilnehmer und virtuelle Charaktere in multimodalen Dialogsystemen, sowie eine Softwareumgebung, die das Modell implementiert. Dabei werden zwei Genres betrachtet: Task-orientierte Systeme und interaktive Erzählungen. Das Modell basiert auf einer Repräsentation des Teilnehmerverhaltens auf drei hierarchischen Ebenen: Dialogakte, Dialogspiele und Aktivitäten. Dialogspiele erlauben es, soziale Konventionen und Obligationen auszunutzen, um die Dialoge grundlegend zu strukturieren. Die Interaktionen können unter Verwendung wiederkehrender elementarer Bausteine spezifiziert und programmtechnisch implementiert werden. Aus dem Zustand aktiver Dialogspiele werden Erwartungen an das zukünftige Verhalten der Dialogpartner abgeleitet, die beispielsweise für die Desambiguierung von Eingaben von Nutzen sein können. Die Wissensbasis des Systems ist in einem ontologischen Format definiert und ermöglicht individuelles Wissen und persönliche Merkmale für die Charaktere. Das Conversational Behavior Generation Framework implementiert das Modell. Es koordiniert eine Menge von Dialog-Engines (CDEs), wobei jedem Teilnehmer eine CDE zugeordet wird, die ihn repräsentiert. Die virtuellen Charaktere können autonom oder semi-autonom nach den Zielvorgaben eines externen Storymoduls agieren (Narrative Mode). Das Framework erlaubt die Kombination alternativer Spezifikationsarten für die Aktivitäten der virtuellen Charaktere (Implementierung in einer allgemeinen Programmiersprache, durch Planoperatoren oder in der für das Modell entwickelten Spezifikationssprache Lisa). Die Praxistauglichkeit des Frameworks wurde anhand der Realisierung dreier Systeme mit unterschiedlichen Zielsetzungen und Umfang erprobt und erwiesen

Reconstrucción virtual del mito Emberá de la creación del agua utilizando agentes autónomos

This article describes a Projected Virtual Environment, in which the Emberá myth of the creation of water is reconstructed. From the technical point of view, an objective of the project is to achieve that the interaction with the users (preschool children), is done through voice and a joystick. It is explicitly forbidden to use written texts, mouse, and the keyboard. From the teaching point of view, the objective of the project is to achieve that the kids learn some main elements of the Emberá culture while they desire winning the implemented game. The article also shows the results of the experiment carried out with 25 preschool kids, which compares the learning reached with the use of the program and the one in a traditional class.Este artículo describe un Entorno Virtual Proyectado, en el cual se reconstruye el mito Emberá de la creación del agua. Desde el punto de vista técnico, un objetivo del proyecto es lograr que la interacción con los usuarios (niños en edad preescolar), se realice por medio de voz y joystick. Explícitamente se evita el uso de texto escrito, mouse y teclado. Desde el punto de vista pedagógico, el objetivo del proyecto es lograr que los niños aprendan algunos elementos puntuales de la cultura Emberá, mientras buscan ganar el juego implementado. Se presentan también los resultados del experimento realizado con 25 niños de edad preescolar, en el cual se compara el aprendizaje logrado por medio del uso del programa, con el de una clase magistral tradicional

Reconstrucción virtual del mito Emberá de la creación del agua utilizando agentes autónomos

Este artículo describe un Entorno Virtual Proyectado, en el cual se reconstruye el mito Emberá de la creación del agua. Desde el punto de vista técnico, un objetivo del proyecto es lograr que la interacción con los usuarios (niños en edad preescolar), se realice por medio de voz y joystick. Explícitamente se evita el uso de texto escrito, mouse y teclado. Desde el punto de vista pedagógico, el objetivo del proyecto es lograr que los niños aprendan algunos elementos puntuales de la cultura Emberá, mientras buscan ganar el juego implementado. Se presentan también los resultados del experimento realizado con 25 niños de edad preescolar, en el cual se compara el aprendizaje logrado por medio del uso del programa, con el de una clase magistral tradicional

Virtual Heritage: new technologies for edutainment

Cultural heritage represents an enormous amount of information and knowledge. Accessing this treasure chest allows not only to discover the legacy of physical and intangible attributes of the past but also to provide a better understanding of the present. Museums and cultural institutions have to face the problem of providing access to and communicating these cultural contents to a wide and assorted audience, meeting the expectations and interests of the reference end-users and relying on the most appropriate tools available. Given the large amount of existing tangible and intangible heritage, artistic, historical and cultural contents, what can be done to preserve and properly disseminate their heritage significance? How can these items be disseminated in the proper way to the public, taking into account their enormous heterogeneity? Answering this question requires to deal as well with another aspect of the problem: the evolution of culture, literacy and society during the last decades of 20th century. To reflect such transformations, this period witnessed a shift in the museum’s focus from the aesthetic value of museum artifacts to the historical and artistic information they encompass, and a change into the museums’ role from a mere "container" of cultural objects to a "narrative space" able to explain, describe, and revive the historical material in order to attract and entertain visitors. These developments require creating novel exhibits, able to tell stories about the objects and enabling visitors to construct semantic meanings around them. The objective that museums presently pursue is reflected by the concept of Edutainment, Education + Entertainment. Nowadays, visitors are not satisfied with ‘learning something’, but would rather engage in an ‘experience of learning’, or ‘learning for fun’, being active actors and players in their own cultural experience. As a result, institutions are faced with several new problems, like the need to communicate with people from different age groups and different cultural backgrounds, the change in people attitude due to the massive and unexpected diffusion of technology into everyday life, the need to design the visit by a personal point of view, leading to a high level of customization that allows visitors to shape their path according to their characteristics and interests. In order to cope with these issues, I investigated several approaches. In particular, I focused on Virtual Learning Environments (VLE): real-time interactive virtual environments where visitors can experience a journey through time and space, being immersed into the original historical, cultural and artistic context of the work of arts on display. VLE can strongly help archivists and exhibit designers, allowing to create new interesting and captivating ways to present cultural materials. In this dissertation I will tackle many of the different dimensions related to the creation of a cultural virtual experience. During my research project, the entire pipeline involved into the development and deployment of VLE has been investigated. The approach followed was to analyze in details the main sub-problems to face, in order to better focus on specific issues. Therefore, I first analyzed different approaches to an effective recreation of the historical and cultural context of heritage contents, which is ultimately aimed at an effective transfer of knowledge to the end-users. In particular, I identified the enhancement of the users’ sense of presence in VLE as one of the main tools to reach this objective. Presence is generally expressed as the perception of 'being there', i.e. the subjective belief of users that they are in a certain place, even if they know that the experience is mediated by the computer. Presence is related to the number of senses involved by the VLE and to the quality of the sensorial stimuli. But in a cultural scenario, this is not sufficient as the cultural presence plays a relevant role. Cultural presence is not just a feeling of 'being there' but of being - not only physically, but also socially, culturally - 'there and then'. In other words, the VLE must be able to transfer not only the appearance, but also all the significance and characteristics of the context that makes it a place and both the environment and the context become tools capable of transferring the cultural significance of a historic place. The attention that users pay to the mediated environment is another aspect that contributes to presence. Attention is related to users’ focalization and concentration and to their interests. Thus, in order to improve the involvement and capture the attention of users, I investigated in my work the adoption of narratives and storytelling experiences, which can help people making sense of history and culture, and of gamification approaches, which explore the use of game thinking and game mechanics in cultural contexts, thus engaging users while disseminating cultural contents and, why not?, letting them have fun during this process. Another dimension related to the effectiveness of any VLE is also the quality of the user experience (UX). User interaction, with both the virtual environment and its digital contents, is one of the main elements affecting UX. With respect to this I focused on one of the most recent and promising approaches: the natural interaction, which is based on the idea that persons need to interact with technology in the same way they are used to interact with the real world in everyday life. Then, I focused on the problem of presenting, displaying and communicating contents. VLE represent an ideal presentation layer, being multiplatform hypermedia applications where users are free to interact with the virtual reconstructions by choosing their own visiting path. Cultural items, embedded into the environment, can be accessed by users according to their own curiosity and interests, with the support of narrative structures, which can guide them through the exploration of the virtual spaces, and conceptual maps, which help building meaningful connections between cultural items. Thus, VLE environments can even be seen as visual interfaces to DBs of cultural contents. Users can navigate the VE as if they were browsing the DB contents, exploiting both text-based queries and visual-based queries, provided by the re-contextualization of the objects into their original spaces, whose virtual exploration can provide new insights on specific elements and improve the awareness of relationships between objects in the database. Finally, I have explored the mobile dimension, which became absolutely relevant in the last period. Nowadays, off-the-shelf consumer devices as smartphones and tablets guarantees amazing computing capabilities, support for rich multimedia contents, geo-localization and high network bandwidth. Thus, mobile devices can support users in mobility and detect the user context, thus allowing to develop a plethora of location-based services, from way-finding to the contextualized communication of cultural contents, aimed at providing a meaningful exploration of exhibits and cultural or tourist sites according to visitors’ personal interest and curiosity

Integració d'habilitats socials en l'animació comportamental d'actors sintètics.

RESUMEN La simulació de mons virtuals habitats per personatges 3D és un problema complex que necessita la integració d'àrees diverses com ara els gràfics per computador i la intelligència artificial. De la primera, hom pot obtenir la credibilitat gràfica de l'escena, de la segona, l'autonomia i la interactivitat pròpia de l'animació comportamental dels així coneguts com 3DIVA (3D Intelligent Virtual Agents). Normalment, la interactivitat dels 3DIVA s'adreça a l'entorn (p. ex. la capacitat d'executar tasques sobre els objectes 3D) o a l'usuari (p. ex. la capacitat de comunicació amb un usuari humà, la reproducció d'emocions o actituds expressives, etc.). Amb tot, cal fer una passa endavant quan es treballa amb societats artificials com les que apareixen, per exemple, dins dels mons virtuals dels jocs d'entreteniment, dels simuladors per a l'aprenentatge de tasques civils o militars, o de ciberespais com el famós SecondLife. Malgrat el realisme gràfic assolit per les tècniques d'animació, és necessari aprofundir en la interacció entre aquests actors sintètics autònoms per tal de fer-los evolucionar cap a una intelligència social que estiga més a prop de la sociabilitat humana. L'objectiu principal d'aquesta tesi és la integració d'habilitats socials en l'animació comportamental d'humanoides autònoms situats dins de mons virtuals 3D. Per tant, en primer lloc fem una revisió dels mons virtuals habitats, així com dels diferents mecanismes d'animació comportamental emprats normalment en actors sintètics. En segon lloc, repassem els models de sociabilitat més comuns que hom pot trobar dins l'estat de l'art dels agents socialment intelligents. La presa de decisions que han de dur a terme els actors sintètics amb capacitats socials per interaccionar amb la resta d'agents comporta processos cognitius complexos i requereix un coneixement abstracte dels elements de l'entorn. Darrerament, hom ha proposat la inclusió d'informació semàntica dins dels entorns virtuals, coneguts sota el terme anglosaxó de Semantic Virtual Environments (SVE). D'acord amb açò, en aquest treball proposem l'ús d'ontologies per aconseguir tres objectius: millorar la sensorització d'escenes complexes, definir operatives generals que els agents puguen reutilitzar en situacions diverses i definir les relacions socials establides entre els membres d'una societat artificial. La natura proactiva dels actors sintètics ha fet que les tècniques d'animació comportamental més comunes, basades en la selecció dinàmica d'accions, es divideixen fonamentalment en dos grups: la planificació de tasques (p. ex. les basades en STRIPS) i els sistemes basats en regles (p. ex. els models Belief-Desire-Intention). Les aportacions principals d'aquesta tesi es troben en la inclusió d'habilitats socials en ambdós paradigmes, ja que els considerem aproximacions vàlides extensament emprades i moltes vegades complementàries. Primerament, presentem com aconseguir comportaments collaboratius en grups d'agents basats en planificadors heurístics. Fem servir la comunicació d'accions per a la coordinació entre les activitats dels humanoides i la comunicació d'objectius per a la cooperació entre els personatges 3D. Llavors, hem desenvolupat un mecanisme de sospesament heurístic que permet assignar un pes a cada objectiu, de manera que reflectisca la seua importància social. No obstant això, l'eficiència no és l'única manera d'expressar sociabilitat. Pel contrari, la presa de decisions humana sovint té en compte més d'un punt de vista i no tots persegueixen la consecució ràpida de les tasques encarregades. Per tal causa, presentem MADeM (Multi-modal Agent Decision Making), un procés de presa de decisions de tipus social que pot ser emprat per agents BDI per tal de prendre decisions socialment acceptables. MADeM és capaç davaluar diferents solucions a un problema mitjançant tècniques socials basades en leconomia de mercats les quals fan servir les subhastes com a mecanisme perquè els agents expressen les seues preferències. __________________________________________________________________________________________________The aim of this thesis is to integrate social skills in the behevioural animation of humanoids inhabiting 3D virtual worlds. In order to behave socially, synthetic actors must be provided with complex decision making mechanisms able to manage abstract knowledge in the environment. Semantical Virtual Environments have recently been proposed not only to ease world modelling but also to enhance agent-object and agent-agent interaction. Thus, we propose the use of ontologies to: i) introduce semantic levels of detail that help the sensorization of complex scenes; ii) create general and reusable operativity for autonomous characters; and iii) define social relations among agents within an artificial society. Essentially, two approaches have been followed when dynamically selecting the actions being performed by proactive virtual actors: task planning (e.g. STRIPS) and rule based systems (e.g. BDI). According to this, we have developed two techniques to incorporate social skills in both paradigms. First, we show how to obtain collaborative behaviours in groups of humanoids based on heuristic search planners. We use action communication to coordinate the agent's activities and goal communication to generate cooperation among the 3D characters. Then, we have developed an heuristic weighting allowing to associate a weight to each goal in order to reflect its social importance. However, efficiency is not the only way of expressing sociability. Instead, human decision making usually considers different points of view. Therefore, we present MADeM (Multi-modal Agent Decision Making), a social agent decision-making proces that BDI agents can use to perform socially acceptable decisions. MADeM uses auctions as the mechanism to get agent preferences (expressed by utility functions) and it is able to evaluate different solutions to a certain problem by means of a social technique based on welfare economics

Fancy and imagination: Cultivating sympathy and envisioning the natural world for the modern child.

This dissertation examines the attitudes that scientists, educators, and nature-writers held toward fancy and imagination in nature-study and nature books for children around the turn of the century. In a period where science was professionalizing, scientists were respected for their authority on the natural world, and nature was increasingly valued as a source for rational knowledge, there were those who allowed for a fanciful and imaginative approach toward nature, especially for children. Some educators, nature-writers, and even scientists, argued that fancy and imagination were natural to the developmental process of children and were necessary in order to balance the overly rational view of nature that the modern world provided. This dissertation examines the debate over the roles of fancy and imagination that occurred in nature-study and educational journals. Most science supporters sought to control the direction of nature-study and devalue fancy and imagination in order to promote the values of science. However, amongst this group, there were those who advocated a more moderate approach toward nature-study that allowed for fancy and imagination in moderation. This dissertation explores this position through the work of Liberty Hyde Bailey, Dean of the College of Agriculture at Cornell. Bailey approached nature with a dual outlook; he valued scientific rationality, but in the case of nature-study he argued that "fact is not to be worshipped" because, he advocated, children should be encouraged to develop an artistic outlook on nature. This dissertation also examines the debate over the roles of fancy and imagination in nature books for children. Again, participants were divided; and again, some nature-writers advocated a balance between imaginative, fanciful stories and factual information. This dissertation explores this position through the work Mabel Osgood Wright, an author of nature field guides and narratives for children. Wright incorporated fanciful and imaginative elements into her stories by anthropomorphizing her animal characters, but she also maintained that the information presented was factual. Both Bailey and Wright were motivated in their stance on fancy and imagination to encourage children to form a sympathetic bond with nature so that they may, in turn, respect the natural world

The Believer and the Modern Study of the Bible

The essays in this volume address the conundrum of how Jewish believers in the divine character of the Sinaitic revelation confront the essential questions raised by academic biblical studies. The first part is an anthology of rabbinic sources, from the medieval period to the present, treating questions that reflect a critical awareness of the Bible. The second part is a series of twenty-one essays by contemporary rabbis and scholars on how they combine their religious beliefs with their critical approach to the Bible