Design implications for believable &amp; engaging scenarios

Paracha, Samiullah; Khan, Muhammad Azhar Ali; Mehmood, A.; Yoshie, Osamu

doi:10.1109/inmic.2008.4777806

Cited by 5 publications

(4 citation statements)

References 10 publications

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“…The classroom discussion forum method offers a range of perspectives to be gathered in a short time period in an encouraging and enjoyable way. The forums aimed to obtain qualitative data about children's views, expectations, and needs concerning the software and, additionally, suggestions for further development of engaging scenarios and believable synthetic characters (Paracha et al, 2008). All forums were lead by two trained researchers who ensured that the participants interacted with Shimpai Muyou!…”

Section: Resultsmentioning

confidence: 99%

“…In the context of developing interactive learning environments, user-centered design can be useful because it puts the user, rather than the system, at the center of the process. To obtain children's input and feedback on engaging scenarios and believable intelligent virtual agents, several inter-generational and interdisciplinary collaborations have been created with elementary schools (Paracha, Khan, & Yoshie, 2008). The feedback obtained from children highly contributed to development of Shimpai Muyou!…”

Section: System Design and Developmentmentioning

confidence: 99%

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A Robust Interactive Narrative Framework for Edutainment

Paracha¹,

Yoshie

2012

International Journal of Interactive Communication Systems and Technologies

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Over the last decade, interactive edutainment systems have not only moved into the mainstream, they have spread beyond the niche area of interest in the field of artificial intelligence. Edutainment, also known as educational entertainment or entertainment-education, denotes those software applications that are designed to educate, as well as provide fun. Presented is an interactive narrative framework that has been applied to develop the Shimpai Muyou!, an interactive drama in virtual reality. This edutainment application was created to help Japanese school-age children develop anti-bullying skills and practice coping strategies through empathic interactions with intelligent virtual agents. Narrative management was used to ensure that virtual situations led to the desired learning outcomes. A computer agent was employed as a story manager to select appropriate episodes and characters that would potentiate the occurrence of certain events favoring particular authored purposes. Although the situations were pre-designed, the characters autonomously decided their actions while performing their roles. Qualitative data obtained through several small group discussions with twenty 5th and 6th graders are presented.

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Section: Resultsmentioning

confidence: 99%

Section: System Design and Developmentmentioning

confidence: 99%

A Robust Interactive Narrative Framework for Edutainment

Paracha¹,

Yoshie

2012

International Journal of Interactive Communication Systems and Technologies

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“…Outputs contributed to the development of initial design ideas for the VLE, identifying outline, genre, requirements, and factors that would increase acceptance of VLE by Japanese children, as further detailed in Paracha, Khan & Yoshie (2008) and Using partially fictional situations and narratives and developing comic strips allowed children to discuss and explore stories and everyday experiences of school emotions, empathy, bullying scenes and coping with bullying. However, in addition, the participatory design methods applied provided tools to teach and learn about values, perspective-taking, compassion, ethical reasoning, empathy, reflection and inclusive principles in the classroom and school community.…”

Section: Fig 1 Interfacementioning

confidence: 99%

“…The discussion highlights how design and interaction can empower children with ethical reasoning and reflection in order to enable them to challenge bullying. For full details of our approach and activities, for informing early stage design see Paracha, Khan & Yoshie (2008) and ; for improving narrative and story see ; for iterative design and development see Paracha & Yoshie (2012) and Li et al, (2013); and for summative evaluation please refer to and Paracha, Jehanzeb & Yoshie (2013).…”

Section: Introductionmentioning

confidence: 99%

Design, Development, and Usability of a Virtual Environment on Moral, Social, and Emotional Leaning

Paracha

Hall

Clawson

et al. 2020

International Journal of Virtual and Personal Learning Environments

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Virtual environments have the potential to be an important teaching tool for emotionally sensitive issues capable of producing a sense of presence, perspective-taking and introspection in users in a risk-free, rapid feedback experience. In designing such experiences, it is essential that users are regularly engaged in a collaborative design process. However, engaging in design, development, and evaluation can in itself provide a learning experience. Here, the authors present an approach to engaging children in the design, development and evaluation of a virtual learning environment, specifically a serious game, focused on inculcating empathy, ethical reasoning, and reflection for coping with bullying. It was demonstrated that children's involvement not only contributed to an improved virtual environment, but significantly engaging in the design process provided children with a novel and effective learning opportunity.

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