Reference and Gestures in Dialogue Generation: Three Studies with Embodied Conversational Agents

This paper reports on three studies into social presence cues which were carried out in the context of the NECA (Net-environment for Embodied Emotional Conversational Agents) project and the EPOCH network. The first study concerns the generation of referring expressions. We adopted an existing algorithm for generating referring expressions such that it could run according to an egocentric and a neutral strategy. In an evaluation study, we found that the two strategies were correlated with the perceived friendliness of the speaker. In the second and the third study, we evaluated the gestures that were generated by the NECA system. In this paper, we briefly summarize the most salient results of these two studies. They concern the effect of gestures on perceived quality of speech and information retention

Maps, agents and dialogue for exploring a virtual world

In previous years we have been involved in several projects in which users (or visitors) had to find their way in information-rich virtual environments. 'Information-rich' means that the users do not know beforehand what is available in the environment, where to go in the environment to find the information and, moreover, users or visitors do not necessarily know exactly what they are looking for. Information-rich means also that the information may change during time. A second visit to the same environment will require different behavior of the visitor in order for him or her to obtain similar information than was available during a previous visit. In this paper we report about two projects and discuss our attempts to generalize from the different approaches and application domains to obtain a library of methods and tools to design and implement intelligent agents that inhabit virtual environments and where the agents support the navigation of the user/visitor

Designing and Implementing Embodied Agents: Learning from Experience

In this paper, we provide an overview of part of our experience in designing and implementing some of the embodied agents and talking faces that we have used for our research into human computer interaction. We focus on the techniques that were used and evaluate this with respect to the purpose that the agents and faces were to serve and the costs involved in producing and maintaining the software. We discuss the function of this research and development in relation to the educational programme of our graduate students

Towards virtual communities on the Web: Actors and audience

We report about ongoing research in a virtual reality environment where visitors can interact with agents that help them to obtain information, to perform certain transactions and to collaborate with them in order to get some tasks done. Our environment models a theatre in our hometown. We discuss attempts to let this environment evolve into a theatre community where we do not only have goal-directed visitors, but also visitors that that are not sure whether they want to buy or just want information or visitors who just want to look around. It is shown that we need a multi-user and multiagent environment to realize our goals. Since our environment models a theatre it is also interesting to investigate the roles of performers and audience in this environment. For that reason we discuss capabilities and personalities of agents. Some notes on the historical development of networked communities are included

Agent Assistance: From Problem Solving to Music Teaching

We report on our research on agents that act and behave in a web learning environment. This research is part of a general approach to agents acting and behaving in virtual environments where they are involved in providing information, performing transactions, demonstrating products and, more generally, assisting users or visitors of the web environment in doing what they want or have been asked to do. While initially we hardly provided our agents with 'teaching knowledge', we now are in the process of making such knowledge explicit, especially in models that take into account that assisting and teaching takes place in a visualized and information-rich environment. Our main (embodied) tutor-agent is called Jacob; it knows about the Towers of Hanoi, a well-known problem that is offered to CS students to learn about recursion. Other agents we are working on assist a visitor in navigating in a virtual world or help the visitor in getting information. We are now designing a music teacher - using knowledge of software engineering and how to design multi-modal interactions, from previous projects

Reference Resolution in Multi-modal Interaction: Position paper

In this position paper we present our research on multimodal interaction in and with virtual environments. The aim of this presentation is to emphasize the necessity to spend more research on reference resolution in multimodal contexts. In multi-modal interaction the human conversational partner can apply more than one modality in conveying his or her message to the environment in which a computer detects and interprets signals from different modalities. We show some naturally arising problems and how they are treated for different contexts. No generally applicable solutions are given

Generation of multi-modal dialogue for a net environment

In this paper an architecture and special purpose markup language for simulated affective face-to-face communication is presented. In systems based on this architecture, users will be able to watch embodied conversational agents interact with each other in virtual locations on the internet. The markup language, or Rich Representation Language (RRL), has been designed to provide an integrated representation of speech, gesture, posture and facial animation

Agents, Believability and Embodiment in Advanced Learning Environments

On the World Wide Web we see a growing number of general HCI interfaces, interfaces to educational or entertainment systems, interfaces to professional environments, etc., where an animated face, a cartoon character or a human-like virtual agent has the task to assist the user, to engage the user into a conversation or to educate the user. What can be said say about the effects a human-like agent has on a student's performance? We discuss agents, their intelligence, embodiment and interaction modalities. In particular, we introduce viewpoints and questions about roles embodied agents can play in educational environment

No Grice: Computers that Lie, Deceive and Conceal

In the future our daily life interactions with other people, with computers, robots and smart environments will be recorded and interpreted by computers or embedded intelligence in environments, furniture, robots, displays, and wearables. These sensors record our activities, our behavior, and our interactions. Fusion of such information and reasoning about such information makes it possible, using computational models of human behavior and activities, to provide context- and person-aware interpretations of human behavior and activities, including determination of attitudes, moods, and emotions. Sensors include cameras, microphones, eye trackers, position and proximity sensors, tactile or smell sensors, et cetera. Sensors can be embedded in an environment, but they can also move around, for example, if they are part of a mobile social robot or if they are part of devices we carry around or are embedded in our clothes or body. \ud \ud Our daily life behavior and daily life interactions are recorded and interpreted. How can we use such environments and how can such environments use us? Do we always want to cooperate with these environments; do these environments always want to cooperate with us? In this paper we argue that there are many reasons that users or rather human partners of these environments do want to keep information about their intentions and their emotions hidden from these smart environments. On the other hand, their artificial interaction partner may have similar reasons to not give away all information they have or to treat their human partner as an opponent rather than someone that has to be supported by smart technology.\ud \ud This will be elaborated in this paper. We will survey examples of human-computer interactions where there is not necessarily a goal to be explicit about intentions and feelings. In subsequent sections we will look at (1) the computer as a conversational partner, (2) the computer as a butler or diary companion, (3) the computer as a teacher or a trainer, acting in a virtual training environment (a serious game), (4) sports applications (that are not necessarily different from serious game or education environments), and games and entertainment applications