Implementing intelligent pedagogical agents in virtual worlds: Tutoring natural science experiments in OpenWonderland

Intelligent Pedagogical Agents (IPAs) can be thought of as embodied intelligent agents that are designed for pedagogical purposes to support learning. They can be designed in particular for virtual worlds. Virtual worlds are becoming an interesting medium for engineering education for the properties of visual collaboration abilities providing authentic learning experiences and for the opportunity of providing active learning. However, virtual worlds need more educational support to be more inhabited with increased learning services. Incorporating intelligent pedagogical agents into virtual worlds adds such learning support by adding intelligence, improving believability, and the opportunity to increase communication with an artificial educator. However the implementation of intelligent pedagogical agents and adopting them in a virtual world require several efforts with different aspects of implementation. This paper reports our first prototype implementation of an IPA interacting with a learner and a learning object in natural science experiment in a virtual world while providing supporting multi-modal communication abilities. The IPA has features of text chat based on the Artificial Intelligence Markup Language (AIML), a text-to-speech synthesis function, and non-verbal communication abilities through gesture animation. The implementation is presented through explained scenarios of the IPA tutoring an experiment or monitoring a learner avatar interaction with a learning object in a Virtual World. The IPA & the learning scenarios are implemented in the open source of Open Wonderland

Educational Scaffolding for Students Stuck in a Virtual World

Virtual worlds provide students with educational opportunities to explore and have experiences that are difficult to provide in reality. However, ensuring that students stay motivated and on task is important if the learning goals are to be achieved. Building on the findings of previous studies involving agent-based virtual worlds, adaptive collaborative learning and intelligent agents, we have designed an empathic intelligent virtual agent that provides educational scaffolding to encourage and support the students to understand what they are learning with less frustration. We have identified models of ‘stuck’ behaviour and corresponding empathic response patterns that we have incorporated into the behaviours of the intelligent virtual agents in the XXX Virtual World for science inquiry

Simulating Interactive Learning Scenarios with Intelligent Pedagogical Agents in a Virtual World through BDI-Based Agents

Intelligent Pedagogical Agents (IPAs) are designed for pedagogical purposes to support learning in 3D virtual learning environments. Several benefits of IPAs have been found adding to support learning effectiveness. Pedagogical agents can be thought of as a central point of interaction between the learner and the learning environment. And hence, the intelligent behavior and functional richness of pedagogical agents have the potential to reward back into increased engagement and learning effectiveness. However, the realization of those agents remains to be a challenge based on intelligent agents in virtual worlds. This paper reports the challenging reasons and most importantly an approach for simplification. A simulation based on BDI agents is introduced opening the road for several extensions and experimentation before implementation of IPAs in a virtual world can take place. The simulation provides a proof-of concept based on three intelligent agents to represent an IPA, a learner, and learning object implemented in JACK and Jadex intelligent agent platforms. To that end, the paper exhibits the difficulties, resolutions, and decisions made when designing and implementing the learning scenario in both domains of the virtual world and the agent-based simulation while comparing the two agent platforms

Editorial: Crossing boundaries: Learning and teaching in virtual worlds

The January 2010 special issue of the British Journal of Educational Technology presents papers on virtual-world environments into teaching and learning practices. A theme that is present in all papers in this special issue is that of sociability and the capabilities of VirtualWorlds to support groups or communities of learners. Dalgarno and Lee review the unique characteristics of virtual worlds, identifying opportunities for researchers and practitioners to use virtual worlds in education in relation to the potential learning benefits they provide. Bellotti and colleagues in this issue focus on describing the development of tools and processes that allow for the development of re-usable learning tasks that can be embedded across virtual worlds. Veletsianos and colleagues focus on intelligent and conversational pedagogical agents/avatars. The issue ranges from the directions of research and practice in the use and application of virtual worlds for learning and training

Q-Cog: a Q-Learning based cognitive agent architecture for complex 3D virtual worlds.

Master of Science in Computer Science, University of KwaZulu-Natal, Westville, 2017.Intelligent cognitive agents should be able to autonomously gather new knowledge and learn from their own experiences in order to adapt to a changing environment. 3D virtual worlds provide complex environments in which autonomous software agents may learn and interact. In many applications within this domain, such as video games and virtual reality, the environment is partially observable and agents must make decisions and react in real-time. Due to the dynamic nature of virtual worlds, adaptability is of great importance for virtual agents. The Reinforcement Learning paradigm provides a mechanism for unsupervised learning that allows agents to learn from their own experiences in the environment. In particular, the Q-Learning algorithm allows agents to develop an optimal action-selection policy based on their experiences. This research explores the adaptability of cognitive architectures using Reinforcement Learning to construct and maintain a library of action-selection policies. The proposed cognitive architecture, Q-Cog, utilizes a policy selection mechanism to develop adaptable 3D virtual agents. Results from experimentation indicates that Q-Cog provides an effective basis for developing adaptive self-learning agents for 3D virtual worlds

Believable conversational agents for teaching ancient history and culture in 3D virtual worlds

University of Technology, Sydney. Faculty of Engineering and Information Technology.This thesis introduces believable conversational agents as an engaging and motivational learning tool for teaching ancient history and culture in virtual worlds. Traditional approaches are lacking engagement, interactivity and socialisation, features that are of tremendous importance to modern students (digital natives). At the same time, modern 3D visualisations primarily focus on the design side of the given space and neglect the actual inhabitants of these ancient places. As a consequence, in such historical or cultural 3D visualisations it is difficult to engage the students in the learning process and to keep track of students' learning progress. Furthermore, this approach neglects the knowledge carriers (inhabitants of the ancient site) which are an important part of a particular culture and played an important role in significant historical events. Embodied conversational agents envisaged by this thesis for teaching ancient history and culture must be believable as they act in highly dynamic and heterogeneous environments such as 3D Virtual Worlds with both human and autonomous agent participants. In these virtual environments participants behave autonomously and frequently interact with each other and with software agents. Therefore, embodied conversational agents must know their surroundings, be aware of their own state in the virtual environment and possess a detailed knowledge of their own interactions as well as the interactions of other participants. We label such agent abilities as "awareness believability" and develop the necessary theoretical background and the formalisation of this concept. We also discuss the I2B (Interactive, Intelligent and Believable) framework that implements awareness believability using the combination of the Virtual Institutions technology, the AIML engine and the visualisation layer of Virtual Worlds. Through a detailed literature review on virtual agents' believability we identified the ability to continuously learn new conversational skills as another important aspect of being believable. Thus, this thesis also explains how AIML specific rules and virtual agents' interactions with subject matter experts help to dynamically improve the conversational corpus of virtual agents via imitation learning. To validate the impact of supplying agents with awareness believability we conducted a number of case studies specific to the domain of ancient history and culture. The studies confirmed that the identified awareness features are indeed making the agents perceived as more believable. Furthermore, the studies provide important evidence in favour of using virtual agents for improving the knowledge of students in the domain of ancient history and culture

Human Activity Behavior and Gesture Generation in Virtual Worlds for Long- Duration Space Missions

A virtual worlds presentation technique with embodied, intelligent agents is being developed as an instructional medium suitable to present in situ training on long term space flight. The system combines a behavioral element based on finite state automata, a behavior based reactive architecture also described as subsumption architecture, and a belief-desire-intention agent structure. These three features are being integrated to describe a Brahms virtual environment model of extravehicular crew activity which could become a basis for procedure training during extended space flight

The Problem of Evil in Virtual Worlds

In its original form, Nozick’s experience machine serves as a potent counterexample to a simplistic form of hedonism. The pleasurable life offered by the experience machine, its seems safe to say, lacks the requisite depth that many of us find necessary to lead a genuinely worthwhile life. Among other things, the experience machine offers no opportunities to establish meaningful relationships, or to engage in long-term artistic, intellectual, or political projects that survive one’s death. This intuitive objection finds some support in recent research regarding the psychological effects of phenomena such as video games or social media use. After a brief discussion of these problems, I will consider a variation of the experience machine in which many of these deficits are remedied. In particular, I’ll explore the consequences of a creating a virtual world populated with strongly intelligent AIs with whom users could interact, and that could be engineered to survive the user’s death. The presence of these agents would allow for the cultivation of morally significant relationships, and the world’s long-term persistence would help ground possibilities for a meaningful, purposeful life in a way that Nozick’s original experience machine could not. While the creation of such a world is obviously beyond the scope of current technology, it represents a natural extension of the existing virtual worlds provided by current video games, and it provides a plausible “ideal case” toward which future virtual worlds will move. While this improved experience machine would seem to represent progress over Nozick’s original, I will argue that it raises a number of new problems stemming from the fact that that the world was created to provide a maximally satisfying and meaningful life for the intended user. This, in turn, raises problems analogous in some ways to the problem(s) of evil faced by theists. In particular, I will suggest that it is precisely those features that would make a world most attractive to potential users—the fact that the AIs are genuinely moral agents whose well-being the user can significantly impact—that render its creation morally problematic, since they require that the AIs inhabiting the world be subject to unnecessary suffering. I will survey the main lines of response to the traditional problem of evil, and will argue that they are irrelevant to this modified case. I will close by considering by consider what constraints on the future creation of virtual worlds, if any, might serve to allay the concerns identified in the previous discussion. I will argue that, insofar as the creation of such worlds would allow us to meet morally valuable purposes that could not be easily met otherwise, we would be unwise to prohibit it altogether. However, if our processes of creation are to be justified, they must take account of the interests of the moral agents that would come to exist as the result of our world creation