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Reference and Gestures in Dialogue Generation: Three Studies with Embodied Conversational Agents
This paper reports on three studies into social presence cues which were carried out in the context of the NECA (Net-environment for Embodied Emotional Conversational Agents) project and the EPOCH network. The first study concerns the generation of referring expressions. We adopted an existing algorithm for generating referring expressions such that it could run according to an egocentric and a neutral strategy. In an evaluation study, we found that the two strategies were correlated with the perceived friendliness of the speaker. In the second and the third study, we evaluated the gestures that were generated by the NECA system. In this paper, we briefly summarize the most salient results of these two studies. They concern the effect of gestures on perceived quality of speech and information retention
Modality Choice for Generation of Referring Acts: Pointing versus Describing
The main aim of this paper is to challenge two commonly held assumptions regarding modality selection in the generation of referring acts: the assumption that non-verbal means of referring are secondary to verbal ones, and the assumption that there is a single strategy that speakers follow for generating referring acts. Our evidence is drawn from a corpus of task-oriented dialogues that was obtained through an observational study. We propose two alternative strategies for modality selection based on correlation data from the observational study. Speakers that follow the first strategy simply abstain from pointing. Speakers that follow the other strategy make the decision whether to point dependent on whether the intended referent is in focus and/or important. This decision precedes the selection of verbal means (i.e., words) for referring
A taxonomy for interactive educational multimedia
Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching. We will present a taxonomy for interactive educational multimedia that supports the classification, description and development of such systems. Such a taxonomy needs to embed multimedia technology into a coherent educational context. A conceptual framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, describe them in the human-computer context, and integrate them with mechanisms and principles of multimedia interaction
A conceptual architecture for interactive educational multimedia
Learning is more than knowledge acquisition; it often involves the active participation of the learner in a variety of knowledge- and skills-based learning and training activities. Interactive multimedia technology can support the variety of interaction channels and languages required to facilitate interactive learning and teaching.
A conceptual architecture for interactive educational multimedia can support the development of such multimedia systems. Such an architecture needs to embed multimedia technology into a coherent educational context. A framework based on an integrated interaction model is needed to capture learning and training activities in an online setting from an educational perspective, to describe them in the human-computer context, and to integrate them with mechanisms and principles of multimedia interaction
Survey on Evaluation Methods for Dialogue Systems
In this paper we survey the methods and concepts developed for the evaluation
of dialogue systems. Evaluation is a crucial part during the development
process. Often, dialogue systems are evaluated by means of human evaluations
and questionnaires. However, this tends to be very cost and time intensive.
Thus, much work has been put into finding methods, which allow to reduce the
involvement of human labour. In this survey, we present the main concepts and
methods. For this, we differentiate between the various classes of dialogue
systems (task-oriented dialogue systems, conversational dialogue systems, and
question-answering dialogue systems). We cover each class by introducing the
main technologies developed for the dialogue systems and then by presenting the
evaluation methods regarding this class
Adaptive development and maintenance of user-centric software systems
A software system cannot be developed without considering the various facets of its environment. Stakeholders â including the users that play a central role â have their needs, expectations, and perceptions of a system. Organisational and technical aspects of the environment are constantly changing. The ability to adapt a software system and its requirements to its environment throughout its
full lifecycle is of paramount importance in a constantly changing environment. The continuous involvement of users is as important as the constant evaluation of the system and the observation of evolving environments. We present a methodology for adaptive software systems development and
maintenance. We draw upon a diverse range of accepted methods including participatory design, software architecture, and evolutionary design. Our focus is on user-centred software systems
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