Affect and believability in game characters:a review of the use of affective computing in games

Virtual agents are important in many digital environments. Designing a character that highly engages users in terms of interaction is an intricate task constrained by many requirements. One aspect that has gained more attention recently is the effective dimension of the agent. Several studies have addressed the possibility of developing an affect-aware system for a better user experience. Particularly in games, including emotional and social features in NPCs adds depth to the characters, enriches interaction possibilities, and combined with the basic level of competence, creates a more appealing game. Design requirements for emotionally intelligent NPCs differ from general autonomous agents with the main goal being a stronger player-agent relationship as opposed to problem solving and goal assessment. Nevertheless, deploying an affective module into NPCs adds to the complexity of the architecture and constraints. In addition, using such composite NPC in games seems beyond current technology, despite some brave attempts. However, a MARPO-type modular architecture would seem a useful starting point for adding emotions

A model for providing emotion awareness and feedback using fuzzy logic in online learning

Monitoring users’ emotive states and using that information for providing feedback and scaffolding is crucial. In the learning context, emotions can be used to increase students’ attention as well as to improve memory and reasoning. In this context, tutors should be prepared to create affective learning situations and encourage collaborative knowledge construction as well as identify those students’ feelings which hinder learning process. In this paper, we propose a novel approach to label affective behavior in educational discourse based on fuzzy logic, which enables a human or virtual tutor to capture students’ emotions, make students aware of their own emotions, assess these emotions and provide appropriate affective feedback. To that end, we propose a fuzzy classifier that provides a priori qualitative assessment and fuzzy qualifiers bound to the amounts such as few, regular and many assigned by an affective dictionary to every word. The advantage of the statistical approach is to reduce the classical pollution problem of training and analyzing the scenario using the same dataset. Our approach has been tested in a real online learning environment and proved to have a very positive influence on students’ learning performance.Peer ReviewedPostprint (author's final draft

From Affect Theoretical Foundations to Computational Models of Intelligent Affective Agents

[EN] The links between emotions and rationality have been extensively studied and discussed. Several computational approaches have also been proposed to model these links. However, is it possible to build generic computational approaches and languages so that they can be "adapted " when a specific affective phenomenon is being modeled? Would these approaches be sufficiently and properly grounded? In this work, we want to provide the means for the development of these generic approaches and languages by making a horizontal analysis inspired by philosophical and psychological theories of the main affective phenomena that are traditionally studied. Unfortunately, not all the affective theories can be adapted to be used in computational models; therefore, it is necessary to perform an analysis of the most suitable theories. In this analysis, we identify and classify the main processes and concepts which can be used in a generic affective computational model, and we propose a theoretical framework that includes all these processes and concepts that a model of an affective agent with practical reasoning could use. Our generic theoretical framework supports incremental research whereby future proposals can improve previous ones. This framework also supports the evaluation of the coverage of current computational approaches according to the processes that are modeled and according to the integration of practical reasoning and affect-related issues. This framework is being used in the development of the GenIA(3) architecture.This work is partially supported by the Spanish Government projects PID2020-113416RB-I00, GVA-CEICE project PROMETEO/2018/002, and TAILOR, a project funded by EU Horizon 2020 research and innovation programme under GA No 952215.Alfonso, B.; Taverner-Aparicio, JJ.; Vivancos, E.; Botti, V. (2021). From Affect Theoretical Foundations to Computational Models of Intelligent Affective Agents. Applied Sciences. 11(22):1-29. https://doi.org/10.3390/app112210874S129112

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