1,515 research outputs found

    Embodied agents in virtual environments: The Aveiro project

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    We present current and envisaged work on the AVEIRO project of our research group concerning virtual environments inhabited by autonomous embodied agents. These environments are being built for researching issues in human-computer interactions and intelligent agent applications. We describe the various strands of research and development that we are focussing on. The undertaking involves the collaborative effort of researchers from different disciplines

    Towards Integration of Cognitive Models in Dialogue Management: Designing the Virtual Negotiation Coach Application

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    This paper presents an approach to flexible and adaptive dialogue management driven by cognitive modelling of human dialogue behaviour. Artificial intelligent agents, based on the ACT-R cognitive architecture, together with human actors are participating in a (meta)cognitive skills training within a negotiation scenario. The agent  employs instance-based learning to decide about its own actions and to reflect on the behaviour of the opponent. We show that task-related actions can be handled by a cognitive agent who is a plausible dialogue partner.  Separating task-related and dialogue control actions enables the application of sophisticated models along with a flexible architecture  in which  various alternative modelling methods can be combined. We evaluated the proposed approach with users assessing  the relative contribution of various factors to the overall usability of a dialogue system. Subjective perception of effectiveness, efficiency and satisfaction were correlated with various objective performance metrics, e.g. number of (in)appropriate system responses, recovery strategies, and interaction pace. It was observed that the dialogue system usability is determined most by the quality of agreements reached in terms of estimated Pareto optimality, by the user's negotiation strategies selected, and by the quality of system recognition, interpretation and responses. We compared human-human and human-agent performance with respect to the number and quality of agreements reached, estimated cooperativeness level, and frequency of accepted negative outcomes. Evaluation experiments showed promising, consistently positive results throughout the range of the relevant scales

    A multi-modal study into students’ timing and learning regulation: time is ticking

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    Purpose This empirical study aims to demonstrate how the combination of trace data derived from technology-enhanced learning environments and self-response survey data can contribute to the investigation of self-regulated learning processes. Design/methodology/approach Using a showcase based on 1,027 students’ learning in a blended introductory quantitative course, the authors analysed the learning regulation and especially the timing of learning by trace data. Next, the authors connected these learning patterns with self-reports based on multiple contemporary social-cognitive theories. Findings The authors found that several behavioural facets of maladaptive learning orientations, such as lack of regulation, self-sabotage or disengagement negatively impacted the amount of practising, as well as timely practising. On the adaptive side of learning dispositions, the picture was less clear. Where some adaptive dispositions, such as the willingness to invest efforts in learning and self-perceived planning skills, positively impacted learning regulation and timing of learning, other dispositions such as valuing school or academic buoyancy lacked the expected positive effects. Research limitations/implications Due to the blended design, there is a strong asymmetry between what one can observe on learning in both modes. Practical implications This study demonstrates that in a blended setup, one needs to distinguish the grand effect on learning from the partial effect on learning in the digital mode: the most adaptive students might be less dependent for their learning on the use of the digital learning mode. Originality/value The paper presents an application of embodied motivation in the context of blended learning

    ACII 2009: Affective Computing and Intelligent Interaction. Proceedings of the Doctoral Consortium 2009

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