Infering Emotions and Applying Affective Tactics for a Better Learning

Jaques, Patrícia Augustin; Viccari, Rosa Maria

doi:10.4018/9781599047683.ch007

Cited by 2 publications

(7 citation statements)

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“…Previous studies showing that users prefer to interact with characters that match their own appearance and personality or ethnicity 4,48,49 reinforced this option. In early experiments, we also verified that users prefer to choose the appearance of the character they interact with 34 .…”

Section: Available Charactersmentioning

confidence: 98%

“…Further details about agent Pat and the choice of affective tactics can be found elsewhere [34][35][36] . …”

Section: Fostering Emotions In Studentsmentioning

confidence: 99%

“…The tactics already inserted in the Body agent database result from previous work on affective pedagogical agents by the authors of this paper (the agent Pat 16,35,36 ) and were conceived based on pedagogical and psychological studies concerning student's motivation [37][38][39] and self-efficacy 40 . They are not detailed here, as only the Mind agent is concerned with deciding which affective tactic to apply, and these tactics and corresponding affective behavior should be designed by its developers.…”

Section: Agent's Descriptionmentioning

confidence: 99%

“…On the other hand, the Body module is a reactive agent that shows a physical and verbal behavior that best represents the tactic chosen by the Mind Agent. For example, if the Mind chooses the tactic "increase student self-ability" (employed by the agent Pat 34 ), aimed at improving the student's own judgment of what he can do with his skills, the Body should choose a verbal and a physical behavior in order to apply this tactic.…”

Section: Agent's Descriptionmentioning

confidence: 99%

“…These affective tactics are even more effective if they take into account student's emotional states. In this case, the agent should recognize student emotions in order to select the most appropriate affective tactic, as in the case of the Pat agent 35,36 . Therefore, the Mind agent should include mechanisms to infer student emotions and to choose affective tactics accordingly.…”

Section: Fostering Emotions In Studentsmentioning

confidence: 99%

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Architecture for animation of affective behaviors in pedagogical agents

et al. 2009

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Abstract:This article introduces an open-source module responsible for the presentation of verbal (speech) and corporal (animation) behaviors of animated pedagogical agents. This module can be inserted into any learning environment regardless of application domain and platform, being executable under different operating systems. It was implemented in Java as a reactive agent (named Body agent) that communicates with the agent's Mind through a language known as FIPA-ACL. Therefore, it may be inserted into any intelligent learning environment that is also capable to communicate using FIPA-ACL. Persistence of information is ensured by XML files, increasing the agent's portability. The agent also includes a mechanism for automatically updating new behaviors and characters once available in the server. A simulation environment was conceived to test the proposed agent.

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Section: Available Charactersmentioning

confidence: 98%

“…Further details about agent Pat and the choice of affective tactics can be found elsewhere [34][35][36] . …”

Section: Fostering Emotions In Studentsmentioning

confidence: 99%

Section: Agent's Descriptionmentioning

confidence: 99%

Section: Agent's Descriptionmentioning

confidence: 99%

Section: Fostering Emotions In Studentsmentioning

confidence: 99%

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Architecture for animation of affective behaviors in pedagogical agents

et al. 2009

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Coordinating the Generation of Signs in Multiple Modalities in an Affective Agent

Martin

Devillers

Raouzaiou

et al. 2010

Cognitive Technologies

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In order to be believable, embodied conversational agents (ECAs) must show expression of emotions in a consistent and natural looking way across modalities. The ECA has to be able to display coordinated signs of emotion during realistic emotional behaviour. Such a capability requires one to study and represent emotions and coordination of modalities during non-basic realistic human behaviour, to define languages for representing such behaviours to be displayed by the ECA, to have access to mono-modal representations such as gesture repositories. This chapter is concerned about coordinating the generation of signs in multiple modalities in such an affective agent. Designers of an affective agent need to know how it should coordinate its facial expression, speech, gestures and other modalities in view of showing emotion. This synchronisation of modalities is a main feature of emotions.

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Infering Emotions and Applying Affective Tactics for a Better Learning

Cited by 2 publications

References 0 publications

Architecture for animation of affective behaviors in pedagogical agents

Architecture for animation of affective behaviors in pedagogical agents

Coordinating the Generation of Signs in Multiple Modalities in an Affective Agent

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