495 research outputs found
Towards Learning âSelfâ and Emotional Knowledge in Social and Cultural Human-Agent Interactions
Original article can be found at: http://www.igi-global.com/articles/details.asp?ID=35052 Copyright IGI. Posted by permission of the publisher.This article presents research towards the development of a virtual learning environment (VLE) inhabited by intelligent virtual agents (IVAs) and modeling a scenario of inter-cultural interactions. The ultimate aim of this VLE is to allow users to reflect upon and learn about intercultural communication and collaboration. Rather than predefining the interactions among the virtual agents and scripting the possible interactions afforded by this environment, we pursue a bottomup approach whereby inter-cultural communication emerges from interactions with and among autonomous agents and the user(s). The intelligent virtual agents that are inhabiting this environment are expected to be able to broaden their knowledge about the world and other agents, which may be of different cultural backgrounds, through interactions. This work is part of a collaborative effort within a European research project called eCIRCUS. Specifically, this article focuses on our continuing research concerned with emotional knowledge learning in autobiographic social agents.Peer reviewe
Player agency in interactive narrative: audience, actor & author
The question motivating this review paper is, how can
computer-based interactive narrative be used as a constructivist learn-
ing activity? The paper proposes that player agency can be used to
link interactive narrative to learner agency in constructivist theory,
and to classify approaches to interactive narrative. The traditional
question driving research in interactive narrative is, âhow can an in-
teractive narrative deal with a high degree of player agency, while
maintaining a coherent and well-formed narrative?â This question
derives from an Aristotelian approach to interactive narrative that,
as the question shows, is inherently antagonistic to player agency.
Within this approach, player agency must be restricted and manip-
ulated to maintain the narrative. Two alternative approaches based
on Brechtâs Epic Theatre and Boalâs Theatre of the Oppressed are
reviewed. If a Boalian approach to interactive narrative is taken the
conflict between narrative and player agency dissolves. The question
that emerges from this approach is quite different from the traditional
question above, and presents a more useful approach to applying in-
teractive narrative as a constructivist learning activity
Emotions on agent based simulators for group formation
Time and space consuming are key factors in a meeting, and
therefore must be object of consideration in any process of
socialization. So, group decision simulation could be a
valuable training tool, through which it will be possible to
create and test virtual group decision scenarios. In this work
we propose a multi-agent simulator of group decision
making that models the participant cortex by considering its
emotional states and the exchange of arguments among
them.Fundação para a CiĂȘncia e a Tecnologia (FCT) - ArgEmotionAgents Project (POSI/EIA/56259/2004)
Adaptive Augmented Reality Serious Game to Foster Problem Solving Skills
This paper describes the design of an adaptive intelligent augmented reality serious game which aims to foster problem solving skills in young learners. Studies show that our students lack computational thinking skills in high school, which raises the need to establish new methods to develop these skills in our younger learners. We believe that problem solving skills are the fundamental skills of computational thinking and are critical for STEM, in addition to a broad range of other fields. Therefore we decided to focus on those meta-cognitive skills acquired to foster problem solving, such as strategic knowledge. The game described in this paper provides a unique adaptive learning environment that aims to develop learnersâ meta-cognitive skills by utilizing augmented reality technology, believable pedagogical agents and intelligent tutoring modules. It offers a great user experience and entertainment which we hope will encourage learners to invest more time in the learning process. This paper describes the architecture and design of the game from the viewpoint of educational pedagogies and frameworks for serious game design
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
eCute: Difference is good
This paper provides an overview of ongoing research on cultural and emotional learning, thereby utilizing engaging roleplay with synthetic characters. The paper explains the underlying learning objectives and provides an overview of how we intend to achieve them. This includes a technical framework integrating affective AI characters and innovative interaction technologies. The framework will be used to realize a virtual learning environment hosting the synthetic characters. Finally a brief description of an evaluation approach for the anticipated learning objectives is given
- âŠ