6,430 research outputs found
Towards a Back-End Framework for Supporting Affective Avatar-Based Interaction Systems
Avatar-based systems provide an intuitive way of interacting with users in the context of Ambient Assisted Living (AAL). These
systems are typically supported by a diverse set of services for, e.g, social daily activities, leisure, education and safety. This paper studies the importance of specific services for two organizations, namely MRPS in Geneva, Switzerland and ORBIS in Sittard, Netherlands. Based on this study, we present the design of a backend framework that supports Avatar interaction by means of a comprehensive set of services for safe and independent living
Reflections on the use of Project Wonderland as a mixed-reality environment for teaching and learning
This paper reflects on the lessons learnt from MiRTLE?a collaborative research project to create a ?mixed reality teaching and learning environment? that enables teachers and students participating in real-time mixed and online classes to interact with avatar representations of each other. The key hypothesis of the project is that avatar representations of teachers and students can help create a sense of shared presence, engendering a greater sense of community and improving student engagement in online lessons. This paper explores the technology that underpins such environments by presenting work on the use of a massively multi-user game server, based on Sun?s Project Darkstar and Project Wonderland tools, to create a shared teaching environment, illustrating the process by describing the creation of a virtual classroom. It is planned that the MiRTLE platform will be used in several trial applications ? which are described in the paper. These example applications are then used to explore some of the research issues arising from the use of virtual environments within an education environment. The research discussion initially focuses on the plans to assess this within the MiRTLE project. This includes some of the issues of designing virtual environments for teaching and learning, and how supporting pedagogical and social theories can inform this process
Agents for educational games and simulations
This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications
A Foundation for Emotional Expressivity
To express emotions to others in mobile text messaging in our view require designs that can both capture some of the ambiguity and subtleness that characterizes emotional interaction and keep the media specific qualities. Through the use of a body movement analysis and a dimensional model of emotion experiences, we arrived at a design for a mobile messaging service, eMoto. The service makes use of the sub-symbolic expressions; colors, shapes and animations, for expressing emotions in an open-ended way. Here we present the design process and a user study of those expressions, where the results show that the use of these sub-symbolic expressions can work as a foundation to use as a creative tool, but still allowing for the communication to be situated. The inspiration taken from body movements proved to be very useful as a design input. It was also reflected in the way our subjects described the expressions
Exploring the Affective Loop
Research in psychology and neurology shows that both body and mind are
involved when experiencing emotions (Damasio 1994, Davidson et al.
2003). People are also very physical when they try to communicate their
emotions. Somewhere in between beings consciously and unconsciously
aware of it ourselves, we produce both verbal and physical signs to make
other people understand how we feel. Simultaneously, this production of
signs involves us in a stronger personal experience of the emotions we
express.
Emotions are also communicated in the digital world, but there is little
focus on users' personal as well as physical experience of emotions in
the available digital media. In order to explore whether and how we can
expand existing media, we have designed, implemented and evaluated
/eMoto/, a mobile service for sending affective messages to others. With
eMoto, we explicitly aim to address both cognitive and physical
experiences of human emotions. Through combining affective gestures for
input with affective expressions that make use of colors, shapes and
animations for the background of messages, the interaction "pulls" the
user into an /affective loop/. In this thesis we define what we mean by
affective loop and present a user-centered design approach expressed
through four design principles inspired by previous work within Human
Computer Interaction (HCI) but adjusted to our purposes; /embodiment/
(Dourish 2001) as a means to address how people communicate emotions in
real life, /flow/ (Csikszentmihalyi 1990) to reach a state of
involvement that goes further than the current context, /ambiguity/ of
the designed expressions (Gaver et al. 2003) to allow for open-ended
interpretation by the end-users instead of simplistic, one-emotion
one-expression pairs and /natural but designed expressions/ to address
people's natural couplings between cognitively and physically
experienced emotions. We also present results from an end-user study of
eMoto that indicates that subjects got both physically and emotionally
involved in the interaction and that the designed "openness" and
ambiguity of the expressions, was appreciated and understood by our
subjects. Through the user study, we identified four potential design
problems that have to be tackled in order to achieve an affective loop
effect; the extent to which users' /feel in control/ of the interaction,
/harmony and coherence/ between cognitive and physical expressions/,/
/timing/ of expressions and feedback in a communicational setting, and
effects of users' /personality/ on their emotional expressions and
experiences of the interaction
âI kind of had an avatar switchâ : the role of the self in engagement with an interactive TV drama
This paper reports results from a study which examined
viewersâ cognitive and affective responses to an interactive
TV drama. Ten participants were videoed interacting with
âOur World Warâ [1], and then interviewed about their
experience using the video playback as a retrospective
prompt. An interpretative framework was designed to guide
analysis by probing themes of narrative engagement
identified in previous literature. We report findings relating to five themes of engagement: cognitive, affective,
perspective taking, competence and autonomy, and
transportation. Our data adds to the existing literature on
interactive stories by highlighting the pivotal role of the self in engaging with interactive drama, with self-reflection emerging within each theme. We conclude that two experiential states drive engagement: a transported
experience; and one in which self-reflection limits transportation
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