Virtual peers as partners in storytelling and literacy learning

Ryokai, Kimiko; Vaucelle, Cati; Cassell, Justine

doi:10.1046/j.0266-4909.2003.00020.x

Cited by 178 publications

(122 citation statements)

References 25 publications

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“…Ryokai et al (2003) used an embodied conversational agent named Sam to engage children in collaborative story-telling. Children who interacted with Sam adopted his conversational behaviors and used more advanced narrative skills than children who conversed with peers.…”

Section: Learning and Motivation With Agents Avatars And Hybridsmentioning

confidence: 99%

Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning

et al. 2009

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Betty's Brain is a computer-based learning environment that capitalizes on the social aspects of learning. In Betty's Brain, students instruct a character called a Teachable Agent (TA) which can reason based on how it is taught. Two studies demonstrate the prote´geé ffect: students make greater effort to learn for their TAs than they do for themselves. The first study involved 8th-grade students learning biology. Although all students worked with the same Betty's Brain software, students in the TA condition believed they were teaching their TAs, while in another condition, they believed they were learning for themselves. TA students spent more time on learning activities (e.g., reading) and also learned more. These beneficial effects were most pronounced for lower achieving children. The second study used a verbal protocol with 5th-grade students to determine the possible causes of the protégé effect. As before, students learned either for their TAs or for themselves. Like study 1, students in the TA condition spent more time on learning activities. These children treated their TAs socially by attributing mental states and responsibility to them. They were also more likely to acknowledge errors by displaying negative affect and making attributions for the causes of failures. Perhaps having a TA invokes a sense of responsibility that motivates learning, provides an environment in which knowledge can be improved through revision, and protects students' egos from the psychological ramifications of failure.

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Section: Learning and Motivation With Agents Avatars And Hybridsmentioning

confidence: 99%

Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning

et al. 2009

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“…Recently, interactive, virtual, robotic, and toy characters have emerged as viable play-pals for children [20,29,27]. A mixed-initiative storytelling task involves a computational character constructing one or more stories together with a child [3,24]. Given the benefits of joint storytelling, incorporating storytelling capabilities into interactive characters can bring pedagogical benefits and improve the utility of these characters.…”

Section: Idc'17mentioning

confidence: 99%

“…The SAGE system [3], for example, first listened to a child's story and responded with a traditional tale in an effort to impart wisdom. The Sam system [24] was an embodied storytelling virtual character, who was a peer to preschool children and told stories around a figurine and a toy castle. The child was asked to tell his/her own story after Sam had finished.…”

Section: Related Workmentioning

confidence: 99%

Collaborative Storytelling between Robot and Child

Sun

Leite

Lehman

et al. 2017

Proceedings of the 2017 Conference on Interaction Design and Children

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Joint storytelling is a common parent-child activity and brings multiple benefits such as improved language learning for children. Most existing storytelling robots offer rigid interaction with children and do not contribute to children's stories. In this paper, we envision a robot that collaborates with a child to create oral stories in a highly interactive manner. We performed a Wizard-of-Oz feasibility study, which involved 78 children between 4 and 10 years old, to compare two collaboration strategies: (1) inserting new story content and relating it to the existing story and (2) inserting content without relating it to the existing story. We hypothesize the first strategy can foster true collaboration and create rapport, whereas the second is a safe strategy when the robot cannot understand the story. We observed that, although the first strategy creates heavier cognitive load, it was as enjoyable as the second. We also observed some indications that the first strategy may mitigate the difficulties in story creation for young children under the age of 7 and encourage children to speak more. This study suggests that a mixture strategy is feasible for robots in collaborative storytelling, providing sufficient cognitive challenge while concealing its shortcomings on natural language understanding.

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“…Mazalek et al, 2002;Jacob et al, 2002;Ullmer et al, 1998;Ryokai and Cassell, 1999;Ryokai et al, 2003). The playing cards in Card Shark and Thespis and in StorySpinner, described previously, provide the interface for navigating the hypertext story content in these models.…”

Section: Narrative and Interactivitymentioning

confidence: 99%

Re-using digital narrative content in interactive games

Wolff

Mulholland

Zdráhal

et al. 2007

International Journal of Human-Computer Studies

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This paper presents a model, called Scene-Driver, for the reuse of film and television material. We begin by exploring general issues surrounding the ways in which content can be sub-divided into meaningful units for re-use and how criteria might then be applied to the selection and ordering of these units. We also identify and discuss the different means by which a user might interact with the content to create novel and engaging experiences. The Scene-Driver model has been instantiated using content from an animated children's television series called Tiny Planets, which is aimed at children of 5-7 years old. This type of material, being story-based itself, lends itself particularly well to the application of narrative constraints to scene reordering, to provide coherence to the experience of interacting with the content.We propose an interactive narrative-driven game architecture, in which a user generates novel narratives from existing content by placing "domino" like tiles. These tiles act as "glue" between scenes and each tile-choice dictates certain properties of the next scene to be shown within a game. There are three different game-types, based on three different ways in which tiles can be matched to scenes. We introduce algorithms for generating legal tile-sets for each of these three game-types, which can be extended to include narrative constraints. This ensures that all novel orderings adhere to a minimum narrative plan, which has been identified based on analysis of the Tiny Planets series and on narrative theories. We also suggest ways in which basic narratives can be enhanced by the inclusion of directorial techniques and by the use of more complex plot structures. In our evaluation studies with children in the target age-range, our game compared favourably with other games that the children enjoyed playing.

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Virtual peers as partners in storytelling and literacy learning

Cited by 178 publications

References 25 publications

Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning

Teachable Agents and the Protégé Effect: Increasing the Effort Towards Learning

Collaborative Storytelling between Robot and Child

Re-using digital narrative content in interactive games

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