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)

PBL Student Projects and Sustainable Development Goals: A Case Study

Working with the Sustainable Development Goals can be a highly motivating factor in Problem Based Learning, especially if the solutions produced can be used afterwards and have an actual impact on people and communities. This paper describes how three engineering students from Aalborg University, Denmark, collaborated with the South African Organisation Green Shoots on bringing IT-supported Math education out to some of the most disadvantaged learners from townships and rural areas of the Western Cape. The project provided the Danish students with a unique learning experience and have a lasting impact on the communities involved. While the content of the project focused on bringing IT-supported Math education to learners in previously disadvantaged areas around the Western Cape, the project also provided valuable insight into how such students’ projects, where the outcomes benefit people and communities suffering from socio-economic challenges e.g. poverty, can be carried out. In addition to demonstrate that such projects are actually possible, we studied three critical aspects: How to ensure a good fit between learning objectives and project outcome, how to ensure that the project creates value for the partner organisation and communities, and how to ensure that the projects can be conducted without overloading the university supervisors. We believe that student projects focusing on SDGs have a big potential in terms of providing highly motivating student projects yet at the same time contribute to a better world through solutions that are being used even afterwards. However, our study was just a single case with one group of three students. We hope it will serve as inspiration for larger studies, where more quantitative data could be gathered in terms of how to establish a good framework around such projects, and in order to demonstrate the value for students and societies

International Student Projects and Sustainable Development Goals: A Perfect Match

Engineering Education is currently going through a transformation, driven by the need for educating better engineers and more engineers, and largely build on elements such as problem orientation, interdisciplinarity, internationalization, digitalization and sustainability. In 2020, the Erasmus+ Strategic Partnership EPIC (Improving Employability Through Internationalization and Collaboration) has combined all these elements, and demonstrated how international and interdisciplinary student projects, focusing on solving real-world problems related to sustainability, can be carried out in a setting where students mainly work together online. A total of 56 students from 7 EU and 2 international universities, with backgrounds ranging from Electrical Engineering and Mechanical Engineering to Textile Technologies and Business Informatics were working on 9 different projects throughout the spring of 2020. The paper presents the experiences from the setup and discusses some general recommendations for setting up this type of projects. The paper goes through the stages of defining and carrying out the projects: Defining the overall framework, identifying problems/project proposals in collaboration with relevant stakeholders, identifying the students and assigning students to projects, preparing students and supervisors, organising the physical kick-off seminar, and supporting the online collaboration. We also discuss evaluation and hand-over of the solutions, to ensure the projects have a lasting impact. We conclude that the sustainable development goals provide a highly motivating framework for interdisciplinary, international student projects based on problem-based learning. We also note that a careful design and execution of the all the preparatory stages are crucial in order for the projects to succeed, and discuss specific recommendations for these.</p

Enhancing Free-text Interactions in a Communication Skills Learning Environment

Learning environments frequently use gamification to enhance user interactions.Virtual characters with whom players engage in simulated conversations often employ prescripted dialogues; however, free user inputs enable deeper immersion and higher-order cognition. In our learning environment, experts developed a scripted scenario as a sequence of potential actions, and we explore possibilities for enhancing interactions by enabling users to type free inputs that are matched to the pre-scripted statements using Natural Language Processing techniques. In this paper, we introduce a clustering mechanism that provides recommendations for fine-tuning the pre-scripted answers in order to better match user inputs

Bowdoin Orient v.135, no.1-25 (2005-2006)

https://digitalcommons.bowdoin.edu/bowdoinorient-2000s/1006/thumbnail.jp

Bowdoin Orient v.132, no.1-24 (2002-2003)

https://digitalcommons.bowdoin.edu/bowdoinorient-2000s/1003/thumbnail.jp

Bowdoin Orient v.131, no.1-24 (1999-2000)

https://digitalcommons.bowdoin.edu/bowdoinorient-2000s/1000/thumbnail.jp