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

The State and Use of Virtual Tutors

Virtual tutoring is the process by which students and teachers participate in the learning experience in an online, virtual, or networked environment. This process can not only separate the participants from each other in a physical space, but it can also separate them by time. Virtual tutoring can take the form of the group of students coming together synchronously in an online setting and receiving lessons from a single tutor, or by asynchronous learning in which the teacher pre-plans lessons in advance that the students consume on their own time. The advent of online learning technologies and virtual learning environments are gaining significant attention, and are likely to become a key aspect of teaching and learning at all levels of education. With the recent advancements in technology and especially artificial intelligence, the state of the art of virtual tutoring is becoming more and more advanced as well. In this literature review, I will propose the question of \u27\u27What are the current uses and state of the art of virtual tutoring?\u27\u2

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity

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

The role and challenges of education for responsible AI

Artificial intelligence (AI) is impacting education in many different ways. From virtual assistants for personalized education, to student or teacher tracking systems, the potential benefits of AI for education often come with a discussion of its impact on privacy and well-being. At the same time, the social transformation brought about by AI requires reform of traditional education systems. This article discusses what a responsible, trustworthy vision for AI is and how this relates to and affects education

Affective issues in learning technologies: emotional responses to technology and technology's role in supporting socio-emotional skills

This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the issues uncovered by research have changed as technologies have developed over time. Three issues are given particular attention: firstly the reasons for learners' use or lack of use of technologies for their learning; secondly adult learners' attitudes towards using technology for learning and thirdly how technology might support socio-emotional development and expression in children. The discussion of these issues is framed by two of the author's research projects. For the first two issues this is an early study of students' perceptions and attitudes towards using computers for tutorial learning in 1980. The factors that influenced the students' use of the computer tutorials are discussed (including access, assessment and anxiety about using computers) and also the extent to which some of these factors persist for many learners using (or not using) technologies today. The discussion of the third issue draws on a series of studies conducted in the 1990s to investigate whether educational technology could support children and young people's emotional expression and communication and development of socio-emotional skills. Finally the paper considers how these kinds of issues have been taken forward and how they are represented in contemporary research and suggests that trust is an important factor in using learning technologies

Affective issues in learning technologies: emotional responses to technology and technology's role in supporting socio-emotional skills

This paper focuses on some of the author's research studies over the past thirty years and places these in a wider context to reflect on research into affective issues in learning technologies over this period, and to consider whether and how the issues uncovered by research have changed as technologies have developed over time. Three issues are given particular attention: firstly the reasons for learners' use or lack of use of technologies for their learning; secondly adult learners' attitudes towards using technology for learning and thirdly how technology might support socio-emotional development and expression in children. The discussion of these issues is framed by two of the author's research projects. For the first two issues this is an early study of students' perceptions and attitudes towards using computers for tutorial learning in 1980. The factors that influenced the students' use of the computer tutorials are discussed (including access, assessment and anxiety about using computers) and also the extent to which some of these factors persist for many learners using (or not using) technologies today. The discussion of the third issue draws on a series of studies conducted in the 1990s to investigate whether educational technology could support children and young people's emotional expression and communication and development of socio-emotional skills. Finally the paper considers how these kinds of issues have been taken forward and how they are represented in contemporary research and suggests that trust is an important factor in using learning technologies

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

A Computational Framework for Planning Therapeutical Sessions aimed to Support the Prevention and Treatment of Mental Health Disorders using Emotional Virtual Agents

[EN] Interaction is defined as the realization of a reciprocal action between two or more people or things. Particularly in computer science, the term interaction refers to the discipline that studies the exchange of information between people and computers, and is generally known by the term Human-Computer Interaction (HCI). Good design decisions and an adequate development of the software is required for efficient HCI to facilitate the acceptability of computer-based applications by the users. In clinical settings it is essential to eliminate any barrier and facilitate the interaction between patients and the system. A smooth communication between the user and the computer-based application is fundamental to maximise the advantages and functionalities offered by the system. The design of these applications must consider the personal and current needs of the user by applying a User-Centered Design methodology. The main purpose of this research work is to contribute in the improvement of HCI-based applications addressed to the clinical context, particularly to enhance computer-based interactive sessions to support people suffering from a mental disorder such as Major Depression (MD). Thanks to the advances in Artificial Intelligence techniques, it is now possible to partially automate complex tasks such as the continuous provision of Cognitive-Behavioural Therapies (CBTs) to patients. These CBTs require good levels of adaptability and variability during the interaction with the patient that facilitates the acceptability in the user, an optimal usability and good level of engagement for a successful mid/long term use of the application and treatment adherence. The modelling of complex deliberative and affective processes in artificial systems can be applied to support the prevention and treatment of mental health related issues, enhancing the continuous and remote assistance of patients, saving some economical and clinical resources and reducing the waiting lists in the health services. In this regard, the efforts of this Thesis have been concentrated on the research of two main lines: (1) the generation and planning of adequate contents in an interactive system to support the prevention and treatment of MD based on characteristics of the user; and (2) the modelling of relevant affective processes able to communicate the contents in an emotional effective way taking into account the importance of the affective conditions associated with the MD in the users. Rule Based Systems and the appraisal theory of emotions have been the roots used to develop the main two modules of the computational Framework presented: the Contents Management and the Emotional Modules. Finally, the obtained Framework was integrated into two interactive systems to evaluate the achievement of the research objectives. The first system has been developed in the context of the Help4Mood European research project and its main aim was to support the remote treatment of patients with MD. The second scenario was a system developed to prevent MD and suicidal thoughts in the University community, which was developed in the context of the local PrevenDep research project. These evaluations have indicated that the proposed Framework has reached good levels of usability and acceptability in the target users thanks to the personalizations and adaptation capabilities of the contents and in the way how these contents are communicated to the user. The research work and the obtained results in this Thesis has contributed to the state of the art in HCI-based systems used as support in therapeutic interventions for the prevention and treatment of MD. This was obtained by the combination of a personalized content management to the patient, and the management of the affective processes associated to these pathologies. The developed work also identifies some research lines that need to be addressed in future works to get better HCI systems used for therapeutic purposes.[ES] Interactuar se define como la realización de una acción recíproca entre dos o más personas o cosas. Particularmente en informática, el término interacción se refiere a la disciplina que estudia el intercambio de información entre las personas y computadoras, y suele conocerse por el término anglosajón Human-Computer Interaction (HCI). Un buen diseño y un adecuado desarrollo del software es necesario para lograr una HCI eficiente que facilite la aceptabilidad del sistema por el usuario. En entornos clínicos es fundamental eliminar cualquier tipo de barrera y facilitar la interacción entre los pacientes y el computador. Es de vital importancia que haya una buena comunicación entre usuario y computador, por este motivo el sistema debe de estar diseñado pensando en las necesidades actuales, cambiantes y personales del usuario, basándose en la metodología de diseño centrado en el usuario. El propósito principal de esta investigación es la identificación de mejoras en HCI aplicada en entornos clínicos, en concreto para dar soporte a personas con trastornos mentales como la Depresión Mayor (DM) y que precisan de terapias psicológicas adecuadas y continuas. Gracias a técnicas de Inteligencia Artificial, es posible automatizar eficientemente ciertas acciones asociadas a los procesos de las terapias cognitivo-conductuales (CBTs, del inglés Cognitive-Behavioural Therapies). Los sistemas de ayuda a la CBT, requieren de una adaptabilidad y variabilidad en la interacción para favorecer la usabilidad del sistema y asegurar la continuidad de la motivación del paciente. Una buena gestión de esta automatización influiría en la aceptabilidad de los pacientes y podría mejorar su adherencia a los tratamientos y por consiguiente mejorar su estado de salud. Adicionalmente, la unión de procesos deliberativos dinámicos pueden liberar recursos clínicos, mejorando el control de los pacientes, y reduciendo los tiempos de espera y los costes económicos. En este sentido, los esfuerzos de esta Tesis se han centrado en la investigación de dos líneas diferentes: (1) la selección y planificación adecuada de los contenidos presentados durante la interacción a través de una planificación dinámica y personalizada, y (2) la adecuación de la comunicación de los contenidos hacia el paciente tomando en cuenta la importancia de los procesos afectivos asociados a estas patologías. Los Sistemas Basados en Reglas (SBR) han sido la herramienta utilizada para dar soporte a los dos módulos principales que componen el Framework presentado en esta Tesis: el módulo de gestión de los contenidos y el módulo emocional. Concluida la fase de diseño, desarrollo y testeo, el Framework fue adaptado e integrado en sistemas reales, para validar la viabilidad y la adecuación del marco de trabajo de esta Tesis. En primer lugar, el sistema se aplicó durante tres años en el tratamiento de la DM en varios centros clínicos europeos en el contexto del Proyecto Europeo de investigación Help4Mood. Finalmente, el sistema fue evaluado en la tarea de prevención de la DM y del suicidio en el Proyecto Local de investigación PrevenDep, de un año de duración. El feedback de estas evaluaciones demostraron que el HCI del Framework tiene unos niveles altos de usabilidad y aceptación, gracias a la personalización, variabilidad y adaptación de los contenidos y de la comunicación de los mismos. Los experimentos computacionales llevados a cabo en esta Tesis han permitido avanzar el estado del arte de sistemas computacionales emocionales aplicados en entornos terapéuticos para la prevención y tratamiento de la DM. Principalmente, gracias a la combinación de una gestión personalizada de los contenidos hacia el paciente tomando en cuenta la importancia de los procesos afectivos asociados a estas patologías. Este trabajo abre nuevas líneas de investigación, como la aplicación de este sistema en otras patologías de salud mental en las qu[CA] Interactuar es defineix com la realització d'una acció recíproca entre dos o més persones o coses. Particularment en informàtica, el terme interacció es refereix a la disciplina que estudia l'intercanvi d'informació entre les persones i computadores, i es sol conèixer pel terme anglosaxó Human-Computer Interaction (HCI). Un bon disseny i un adequat desenvolupament del software és necessari per aconseguir una HCI eficient que faciliti l'acceptabilitat del sistema per l'usuari. En entorns clínics és fonamental eliminar qualsevol tipus de barrera i facilitar la interacció entre els pacients i el computador. És de vital importància que hi hagi una bona comunicació entre l'usuari (o pacient) i el computador, per aquest motiu el sistema ha d'estar dissenyat pensant en les necessitats actuals, cambiants i personals de l'usuari, basant-se en la metodologia de disseny centrat en l'usuari. El propòsit principal d'aquesta investigació és la identificació de millores en HCI aplicada en entorns clínics, en concret per donar suport a persones amb trastorns mentals com la Depressió Major (DM) i que precisen de teràpies psicològiques adequades i contínues. Gràcies a tècniques d'Intel·ligència Artificial, és possible automatitzar eficientment certes accions asociades al processos de les teràpies cognitiu-conductuals. Els sistemes computacionals de ajuda a la CBT, requereixen d'una adaptabilitat i variabilitat en la interacció per afavorir la usabilitat del sistema i assegurar la continuïtat de la motiviació del pacient. Una bona gestió d'aquesta automatització influiria en l'acceptabilitat dels pacients i podria millorar la seva adherència als tractaments i per tant millorar el seu estat de salut. Addicionalment, la unió de processos deliberatius dinàmics poden alliberar recursos clínics, millorant el control dels pacients, i reduint els temps d'espera i els costos econòmics. En aquest sentit, els esforços d'aquesta Tesi s'han centrat en la investigació de dues línies diferents: (1) la selecció i planificació adequada dels continguts presentats durant la interacció a través d'una planificació dinàmica i personalitzada, i (2) l'adequació de la comunicació dels continguts cap al pacient tenint en compte la importància dels processos afectius associats a aquestes patologies. Els Sistemes Basats en Regles (SBR) han estat la eina utilitzada per donar suport als dos mòduls principals que componen el Framework presentat en aquesta Tesi: el mòdul de gestió dels continguts oferits a l'usuari; i el mòdul emocional. Conclosa la fase de disseny, desenvolupament i testeig, el Framework va ser adaptat als dominis corresponents i integrat en sistemes madurs per ser avaluat en dos escenaris reals, per validar la viabilitat i l'adequació del Framework d'aquesta tesi. Primerament, el sistema es va aplicar durant tres anys en el tractament de la DM major en diversos centres clínics europeus en el context del Projecte Europeu d'investigació Help4Mood. Finalment, el sistema va ser avaluat en la tasca de prevenció de la DM i del suïcidi al Projecte Local d'investigació PrevenDep, d'un any de durada. El feedback de les avaluacions han demostrat que el HCI del Framework obté uns nivells alts d'usabilitat i acceptació, gràcies a la personalització, variabilitat i adaptació dels continguts i de la comunicació. Els experiments computacionals duts a terme en aquesta Tesi han permès avançar l'estat de l'art de sistemes computacionals emocionals aplicats en entorns terapèutics per a la prevenció i tractament de la DM. Principalment, gracies a la combinació d'una gestió personalitzada dels continguts cap al pacient tenint en compte la importància dels processos afectius associats a aquestes patologies. Aquest treball obre noves línies d'investigació, com l'aplicació d'aquest sistema en altres patologies de salut mental en què sigui recomanable l'aplicació de sessions terapèutiques.Bresó Guardado, A. (2016). A Computational Framework for Planning Therapeutical Sessions aimed to Support the Prevention and Treatment of Mental Health Disorders using Emotional Virtual Agents [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/64082TESI