Bodily Non-verbal Interaction with Virtual Characters

Alongside spoken communication human conversation has a non-verbal component that conveys complex and subtle emotional and interpersonal information. This information is conveyed largely bodily with postures, gestures and facial expression. In order to capture the Kansei aspects of human interaction within a virtual environment, it is therefore vital to model this bodily interaction. This type of interaction is largely subconscious and therefore difficult to model explicitly. We therefore propose a data-driven learning approach to creating characters capable of non-verbal bodily interaction with humans

Do users need human-like conversational agents? - Exploring conversational system design using framework of human needs

The fascinating story of human evolution can be attributed to our ability to speak, write, and communicate complex thoughts. When researchers envision a perfect, artificially intelligent conversational system, they want the system to be human-like. In other words, the system should converse with the same intellect and cognition as humans. Now, the question which we need to ask is if we need a human-like conversational system? Before we engage in the complex endeavor of implementing human-like characteristics, we should debate if the pursuit of such a system is logical and ethical. We analyze some of the system-level characteristics and discuss their merits and potential of harm. We review some of the latest work on conversational systems to understand how design features are evolving for Conversational Agents. Additionally, we look into the framework of human needs to assess how the system should assign relative importance to user requests, and prioritize user tasks. We draw on the peer work in human-computer interaction, sentiment analysis, and human psychology to provide insights into how future conversational agents should be designed for better user satisfaction

Designing Embodied Interactive Software Agents for E-Learning: Principles, Components, and Roles

Embodied interactive software agents are complex autonomous, adaptive, and social software systems with a digital embodiment that enables them to act on and react to other entities (users, objects, and other agents) in their environment through bodily actions, which include the use of verbal and non-verbal communicative behaviors in face-to-face interactions with the user. These agents have been developed for various roles in different application domains, in which they perform tasks that have been assigned to them by their developers or delegated to them by their users or by other agents. In computer-assisted learning, embodied interactive pedagogical software agents have the general task to promote human learning by working with students (and other agents) in computer-based learning environments, among them e-learning platforms based on Internet technologies, such as the Virtual Linguistics Campus (www.linguistics-online.com). In these environments, pedagogical agents provide contextualized, qualified, personalized, and timely assistance, cooperation, instruction, motivation, and services for both individual learners and groups of learners. This thesis develops a comprehensive, multidisciplinary, and user-oriented view of the design of embodied interactive pedagogical software agents, which integrates theoretical and practical insights from various academic and other fields. The research intends to contribute to the scientific understanding of issues, methods, theories, and technologies that are involved in the design, implementation, and evaluation of embodied interactive software agents for different roles in e-learning and other areas. For developers, the thesis provides sixteen basic principles (Added Value, Perceptible Qualities, Balanced Design, Coherence, Consistency, Completeness, Comprehensibility, Individuality, Variability, Communicative Ability, Modularity, Teamwork, Participatory Design, Role Awareness, Cultural Awareness, and Relationship Building) plus a large number of specific guidelines for the design of embodied interactive software agents and their components. Furthermore, it offers critical reviews of theories, concepts, approaches, and technologies from different areas and disciplines that are relevant to agent design. Finally, it discusses three pedagogical agent roles (virtual native speaker, coach, and peer) in the scenario of the linguistic fieldwork classes on the Virtual Linguistics Campus and presents detailed considerations for the design of an agent for one of these roles (the virtual native speaker)

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