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)

Vocal Interactivity in-and-between Humans, Animals, and Robots

Almost all animals exploit vocal signals for a range of ecologically motivated purposes: detecting predators/prey and marking territory, expressing emotions, establishing social relations, and sharing information. Whether it is a bird raising an alarm, a whale calling to potential partners, a dog responding to human commands, a parent reading a story with a child, or a business-person accessing stock prices using Siri, vocalization provides a valuable communication channel through which behavior may be coordinated and controlled, and information may be distributed and acquired. Indeed, the ubiquity of vocal interaction has led to research across an extremely diverse array of fields, from assessing animal welfare, to understanding the precursors of human language, to developing voice-based human–machine interaction. Opportunities for cross-fertilization between these fields abound; for example, using artificial cognitive agents to investigate contemporary theories of language grounding, using machine learning to analyze different habitats or adding vocal expressivity to the next generation of language-enabled autonomous social agents. However, much of the research is conducted within well-defined disciplinary boundaries, and many fundamental issues remain. This paper attempts to redress the balance by presenting a comparative review of vocal interaction within-and-between humans, animals, and artificial agents (such as robots), and it identifies a rich set of open research questions that may benefit from an interdisciplinary analysis

AN APPROACH TO MACHINE DEVELOPMENT OF MUSICAL ONTOGENY

This Thesis pursues three main objectives: (i) to use computational modelling to explore how music is perceived, cognitively processed and created by human beings; (ii) to explore interactive musical systems as a method to model and achieve the transmission of musical influence in artificial worlds and between humans and machines; and (iii) to experiment with artificial and alternative developmental musical routes in order to observe the evolution of musical styles. In order to achieve these objectives, this Thesis introduces a new paradigm for the design of computer interactive musical systems called the Ontomemetical Model of Music Evolution - OMME, which includes the fields of musical ontogenesis and memetlcs. OMME-based systems are designed to artificially explore the evolution of music centred on human perceptive and cognitive faculties. The potential of the OMME is illustrated with two interactive musical systems, the Rhythmic Meme Generator (RGeme) and the Interactive Musical Environments (iMe). which have been tested in a series of laboratory experiments and live performances. The introduction to the OMME is preceded by an extensive and critical overview of the state of the art computer models that explore musical creativity and interactivity, in addition to a systematic exposition of the major issues involved in the design and implementation of these systems. This Thesis also proposes innovative solutions for (i) the representation of musical streams based on perceptive features, (ii) music segmentation, (iii) a memory-based music model, (iv) the measure of distance between musical styles, and (v) an impi*ovisation-based creative model

Innovation in Pedagogy and Technology Symposium: University of Nebraska, May 8, 2018

Selected Conference Proceedings, Presented by University of Nebraska Online and University of Nebraska Information Technology Services. University of Nebraska Information Technology Services (NU ITS) and University of Nebraska Online (NU Online) present an education and technology symposium each spring. The Innovation in Pedagogy and Technology Symposium provides University of Nebraska (NU) faculty and staff the opportunity to learn from nationally recognized experts, share their experiences and learn from the initiatives of colleagues from across the system. This event is offered free to NU administrators, faculty and staff free of charge. Tuesday, May 8, 2018 The Cornhusker Marriott, Lincoln, NE Technology has forever changed the landscape of higher education and continues to do so—often at a rapid pace. At the University of Nebraska, we strive to embrace technology to enhance both teaching and learning, to provide key support systems and meet institutional goals. The Innovation in Pedagogy and Technology Symposium is designed for any NU administrator, faculty or staff member who is involved in the use of technology in education at all levels. Past events have drawn over 500 NU faculty, staff and IT professionals from across the four campuses for a day of discovery and networking. The 2018 event was held in downtown Lincoln. The schedule included: • Presentations by University of Nebraska faculty, staff and administrators • Concurrent sessions focused on pedagogy/instructional design, support and administrative strategies and emerging technologies • Panel discussions • Roundtable discussions and networking time • Sponsor exhibits • Continental breakfast and lunch Keynote Presentation: Learning How to Learn: Powerful Mental Tools to Help You Master Tough Subjects • Barbara Oakley, Ph.D., Oakland University Fostering Quality by Identifying & Evaluating Effective Practices through Rigorous Research • Tanya Joosten, University of Wisconsin-Milwaukee Synchronous Online & In Person Classrooms: Challenges & Rewards Five Years Into Practice • Elsbeth Magilton We Nudge and You Can Too: Improving Outcomes with an Emailed Nudge • Ben Smith It Takes a System to Build an Affordable Content Program • Brad Severa, Jane Petersen, Kimberly Carlson, Betty Jacques, Brian Moore, Andrew Cano, Michael Jolley Five Generations: Preparing Multiple Generations of Learners for a Multi-Generational Workforce • Olimpia Leite-Trambly, Sharon Obasi., Toni Hill Schedule NU! Schedule SC! • Cheri Polenske, Jean Padrnos, Corrie Svehla See It & Believe It (Assessing Professional Behaviors & Clinical Reasoning with Video Assignments) • Grace Johnson, Megan Frazee Group Portfolios as a Gateway to Creativity, Collaboration & Synergy in an Environment Course • Katherine Nashleanas Learning to Learn Online: Helping Online Students Navigate Online Learning • Suzanne Withem Beyond Closed Captioning: The Other ADA Accessibility Requirements • Analisa McMillan, Peggy Moore (UNMC) Using Interactive Digital Wall (iWall) Technology to Promote Active Learning • Cheryl Thompson, Suhasini Kotcherlakota, Patrick Rejda, Paul Dye Cybersecurity Threats & Challenges • JR Noble Digital Badges: A Focus on Skill Acquisition • Benjamin Malczyk Creating a Student Success Center Transitioning Graduate Students to an Online Community • Brian Wilson, Christina Yao, Erica DeFrain, Andrew Cano Male Allies: Supporting an Inclusive Environment in ITS • Heath Tuttle (, Wes Juranek Featured Extended Presentation: Broaden Your Passion! Encouraging Women in STEM • Barbara Oakley, Oakland University in Rochester, Michigan Students as Creative Forces to Enhance Curriculum via E-Learning • Betsy Becker, Peggy Moore, Dele Davies Rethinking Visual Communication Curriculum: The Success of Emporium Style • Adam Wagler (UNL), Katie Krcmarik, Alan Eno A Course Delivery Evolution: Moving from Lecture to Online to a Flipped Classroom • Kim Michael, Tanya Custer Enhancing the Quality of Online Teaching via Collaborative Course Development • B. Jean Mandernach, Steve McGahan Collaborating Across NU for Accessible Video • Heath Tuttle, Jane Petersen, Jaci Lindburg Structuring Security for Success • Matt Morton, Rick Haugerud Future Directions for University of Nebraska Wireless Networking • Brian Cox, Jay Wilmes Using Learning Analytics in Canvas to Improve Online Learning • Martonia Gaskill,, Phu Vu, Broaden Your Passion! Encouraging Women in STEM • Featured Speaker: Barbara Oakley, Oakland University in Rochester, MI Translating Studio Courses Online • Claire Amy Schultz Hidden Treasures: Lesser Known Secrets of Canvas • Julie Gregg, Melissa Diers, Analisa McMillan Your Learners, Their Devices & You: Incorporating BYOD Technology into Your Didactics • Tedd Welniak Extending the Conversation about Teaching with Technology • Marlina Davidson, Timi Barone, Dana Richter-Egger, Schuetzler, Jaci Lindburg Scaling up Student Assessment: Issues and Solutions • Paul van Vliet Closing Keynote: Navigating Change: It’s a Whitewater Adventure • Marjorie J. Kostelnik, Professor and Senior Associate to the President doi 10.13014/K2Q23XFDhttps://digitalcommons.unl.edu/zeabook/1068/thumbnail.jp

Measuring, analysing and artificially generating head nodding signals in dyadic social interaction

Social interaction involves rich and complex behaviours where verbal and non-verbal signals are exchanged in dynamic patterns. The aim of this thesis is to explore new ways of measuring and analysing interpersonal coordination as it naturally occurs in social interactions. Specifically, we want to understand what different types of head nods mean in different social contexts, how they are used during face-to-face dyadic conversation, and if they relate to memory and learning. Many current methods are limited by time-consuming and low-resolution data, which cannot capture the full richness of a dyadic social interaction. This thesis explores ways to demonstrate how high-resolution data in this area can give new insights into the study of social interaction. Furthermore, we also want to demonstrate the benefit of using virtual reality to artificially generate interpersonal coordination to test our hypotheses about the meaning of head nodding as a communicative signal. The first study aims to capture two patterns of head nodding signals – fast nods and slow nods – and determine what they mean and how they are used across different conversational contexts. We find that fast nodding signals receiving new information and has a different meaning than slow nods. The second study aims to investigate a link between memory and head nodding behaviour. This exploratory study provided initial hints that there might be a relationship, though further analyses were less clear. In the third study, we aim to test if interactive head nodding in virtual agents can be used to measure how much we like the virtual agent, and whether we learn better from virtual agents that we like. We find no causal link between memory performance and interactivity. In the fourth study, we perform a cross-experimental analysis of how the level of interactivity in different contexts (i.e., real, virtual, and video), impacts on memory and find clear differences between them

Entrepreneurs’ Activities on Social Media and Venture Financing

Social media has been an incredible platform for startups to develop meaningful connections with stakeholders and customers. We investigate ways in which entrepreneurs use social media to drive both the level of engagement for their startup and the subsequent level of venture financing. Our empirical analysis demonstrates how differences in entrepreneurs’ tweets—i.e., differences in the level informativity, persuasiveness, and transformativity—is associated with different levels of startup engagement and venture financing. We show differences in entrepreneurs’ activity with the social media platform—i.e., the number of tweets, the number of mentions of other accounts, and the number of retweets—further drives engagement and venture financing. We test our model by collecting an extensive dataset of over 7,000,000 tweets from entrepreneurs and startups that have been through accelerators. Results indicate associates between the social media activities of entrepreneurs, startup engagement, and venture financing