3,656 research outputs found
Multispace behavioral model for face-based affective social agents
This paper describes a behavioral model for affective social agents based on three independent but interacting parameter spaces:
knowledge, personality, andmood. These spaces control a lower-level geometry space that provides parameters at the facial feature
level. Personality and mood use findings in behavioral psychology to relate the perception of personality types and emotional
states to the facial actions and expressions through two-dimensional models for personality and emotion. Knowledge encapsulates
the tasks to be performed and the decision-making process using a specially designed XML-based language. While the geometry
space provides an MPEG-4 compatible set of parameters for low-level control, the behavioral extensions available through the
triple spaces provide flexible means of designing complicated personality types, facial expression, and dynamic interactive scenarios
Agents for educational games and simulations
This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications
Fully generated scripted dialogue for embodied agents
This paper presents the NECA approach to the generation of dialogues between Embodied Conversational Agents (ECAs). This approach consist of the automated construction of an abstract script for an entire dialogue (cast in terms of dialogue acts), which is incrementally enhanced by a series of modules and finally ''performed'' by means of text, speech and body language, by a cast of ECAs. The approach makes it possible to automatically produce a large variety of highly expressive dialogues, some of whose essential properties are under the control of a user. The paper discusses the advantages and disadvantages of NECA's approach to Fully Generated Scripted Dialogue (FGSD), and explains the main techniques used in the two demonstrators that were built. The paper can be read as a survey of issues and techniques in the construction of ECAs, focusing on the generation of behaviour (i.e., focusing on information presentation) rather than on interpretation
Contours of Inclusion: Inclusive Arts Teaching and Learning
The purpose of this publication is to share models and case examples of the process of inclusive arts curriculum design and evaluation. The first section explains the conceptual and curriculum frameworks that were used in the analysis and generation of the featured case studies (i.e. Understanding by Design, Differentiated Instruction, and Universal Design for Learning). Data for the cases studies was collected from three urban sites (i.e. Los Angeles, San Francisco, and Boston) and included participant observations, student and teacher interviews, curriculum documentation, digital documentation of student learning, and transcripts from discussion forum and teleconference discussions from a professional learning community.The initial case studies by Glass and Barnum use the curricular frameworks to analyze and understand what inclusive practices look like in two case studies of arts-in-education programs that included students with disabilities. The second set of precedent case studies by Kronenberg and Blair, and Jenkins and Agois Hurel uses the frameworks to explain their process of including students by providing flexible arts learning options to support student learning of content standards. Both sets of case studies illuminate curricular design decisions and instructional strategies that supported the active engagement and learning of students with disabilities in educational settings shared with their peers. The second set of cases also illustrate the reflective process of using frameworks like Universal Design for Learning (UDL) to guide curricular design, responsive instructional differentiation, and the use of the arts as a rich, meaningful, and engaging option to support learning. Appended are curriculum design and evaluation tools. (Individual chapters contain references.
Choreographic and Somatic Approaches for the Development of Expressive Robotic Systems
As robotic systems are moved out of factory work cells into human-facing
environments questions of choreography become central to their design,
placement, and application. With a human viewer or counterpart present, a
system will automatically be interpreted within context, style of movement, and
form factor by human beings as animate elements of their environment. The
interpretation by this human counterpart is critical to the success of the
system's integration: knobs on the system need to make sense to a human
counterpart; an artificial agent should have a way of notifying a human
counterpart of a change in system state, possibly through motion profiles; and
the motion of a human counterpart may have important contextual clues for task
completion. Thus, professional choreographers, dance practitioners, and
movement analysts are critical to research in robotics. They have design
methods for movement that align with human audience perception, can identify
simplified features of movement for human-robot interaction goals, and have
detailed knowledge of the capacity of human movement. This article provides
approaches employed by one research lab, specific impacts on technical and
artistic projects within, and principles that may guide future such work. The
background section reports on choreography, somatic perspectives,
improvisation, the Laban/Bartenieff Movement System, and robotics. From this
context methods including embodied exercises, writing prompts, and community
building activities have been developed to facilitate interdisciplinary
research. The results of this work is presented as an overview of a smattering
of projects in areas like high-level motion planning, software development for
rapid prototyping of movement, artistic output, and user studies that help
understand how people interpret movement. Finally, guiding principles for other
groups to adopt are posited.Comment: Under review at MDPI Arts Special Issue "The Machine as Artist (for
the 21st Century)"
http://www.mdpi.com/journal/arts/special_issues/Machine_Artis
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