2,396 research outputs found
Affect and believability in game characters:a review of the use of affective computing in games
Virtual agents are important in many digital environments. Designing a character that highly engages users in terms of interaction is an intricate task constrained by many requirements. One aspect that has gained more attention recently is the effective dimension of the agent. Several studies have addressed the possibility of developing an affect-aware system for a better user experience. Particularly in games, including emotional and social features in NPCs adds depth to the characters, enriches interaction possibilities, and combined with the basic level of competence, creates a more appealing game. Design requirements for emotionally intelligent NPCs differ from general autonomous agents with the main goal being a stronger player-agent relationship as opposed to problem solving and goal assessment. Nevertheless, deploying an affective module into NPCs adds to the complexity of the architecture and constraints. In addition, using such composite NPC in games seems beyond current technology, despite some brave attempts. However, a MARPO-type modular architecture would seem a useful starting point for adding emotions
Psychophysiology in games
Psychophysiology is the study of the relationship between psychology
and its physiological manifestations. That relationship is of particular importance
for both game design and ultimately gameplaying. Playersâ psychophysiology offers
a gateway towards a better understanding of playing behavior and experience.
That knowledge can, in turn, be beneficial for the player as it allows designers to
make better games for them; either explicitly by altering the game during play or
implicitly during the game design process. This chapter argues for the importance
of physiology for the investigation of player affect in games, reviews the current
state of the art in sensor technology and outlines the key phases for the application
of psychophysiology in games.The work is supported, in part, by the EU-funded FP7 ICT iLearnRWproject
(project no: 318803).peer-reviewe
On the Development of Adaptive and User-Centred Interactive Multimodal Interfaces
Multimodal systems have attained increased attention in recent years, which has made possible important
improvements in the technologies for recognition, processing, and generation of multimodal information.
However, there are still many issues related to multimodality which are not clear, for example, the
principles that make it possible to resemble human-human multimodal communication. This chapter
focuses on some of the most important challenges that researchers have recently envisioned for future
multimodal interfaces. It also describes current efforts to develop intelligent, adaptive, proactive, portable
and affective multimodal interfaces
Inside Out: Detecting Learners' Confusion to Improve Interactive Digital Learning Environments
Confusion is an emotion that is likely to occur while learning complex information. This emotion can be beneficial to learners in that it can foster engagement, leading to deeper understanding. However, if learners fail to resolve confusion, its effect can be detrimental to learning. Such detrimental learning experiences are particularly concerning within digital learning environments (DLEs), where a teacher is not physically present to monitor learner engagement and adapt the learning experience accordingly. However, with better information about a learner's emotion and behavior, it is possible to improve the design of interactive DLEs (IDLEs) not only in promoting productive confusion but also in preventing overwhelming confusion. This article reviews different methodological approaches for detecting confusion, such as self-report and behavioral and physiological measures, and discusses their implications within the theoretical framework of a zone of optimal confusion. The specificities of several methodologies and their potential application in IDLEs are discussed
A model for providing emotion awareness and feedback using fuzzy logic in online learning
Monitoring usersâ emotive states and using that information for providing feedback and scaffolding is crucial. In the learning context, emotions can be used to increase studentsâ attention as well as to improve memory and reasoning. In this context, tutors should be prepared to create affective learning situations and encourage collaborative knowledge construction as well as identify those studentsâ feelings which hinder learning process. In this paper, we propose a novel approach to label affective behavior in educational discourse based on fuzzy logic, which enables a human or virtual tutor to capture studentsâ emotions, make students aware of their own emotions, assess these emotions and provide appropriate affective feedback. To that end, we propose a fuzzy classifier that provides a priori qualitative assessment and fuzzy qualifiers bound to the amounts such as few, regular and many assigned by an affective dictionary to every word. The advantage of the statistical approach is to reduce the classical pollution problem of training and analyzing the scenario using the same dataset. Our approach has been tested in a real online learning environment and proved to have a very positive influence on studentsâ learning performance.Peer ReviewedPostprint (author's final draft
Recommended from our members
Effective Tutoring with Empathic Embodied Conversational Agents
This thesis examines the prospect of using empathy in an Embodied Tutoring System (ETS) that guides students through an online quiz (by providing feedback on student answers and responding to self-reported student emotion). The ETS seeks to imitate human behaviours successfully used in one-to-one human tutorial interactions. The main hypothesis is that the interaction with an empathic ETS results in greater learning gains than a neutral ETS, primarily by encouraging positive and reducing negative student emotions using empathic feedback.
In a preparatory study we investigated different strategies for expressing emotion by the ETS. We established that a multimodal strategy achieves the best results regarding how accurately human participants can recognise the emotions. This approach was used in developing the feedback strategy for our empathic ETS.
The preparatory study was followed by two studies in which we compared a neutral with an empathic ETS. The ETS in the second of these studies was developed using results from the first of these studies. In both studies, we found no statistically significant difference in learning gains between the neutral and empathic ETS. However, we did discover a number of interactions between the ETS system, learning gains and, in particular 1) student scores on an empathic tendency test and 2) student ability. We also analysed the subjective responses and the relation between self-reported emotions during the quiz and student learning gains.
Based on our studies in a formal class room setting, we assess the prospects of using empathic agents in a classroom setting and describe a number of requirements for their effective use
Multimodal music information processing and retrieval: survey and future challenges
Towards improving the performance in various music information processing
tasks, recent studies exploit different modalities able to capture diverse
aspects of music. Such modalities include audio recordings, symbolic music
scores, mid-level representations, motion, and gestural data, video recordings,
editorial or cultural tags, lyrics and album cover arts. This paper critically
reviews the various approaches adopted in Music Information Processing and
Retrieval and highlights how multimodal algorithms can help Music Computing
applications. First, we categorize the related literature based on the
application they address. Subsequently, we analyze existing information fusion
approaches, and we conclude with the set of challenges that Music Information
Retrieval and Sound and Music Computing research communities should focus in
the next years
- âŠ