Towards Intelligent Computer Assisted Educational Role-Play

This paper investigates how graphically displayed intelligent virtual actors, mobile devices and innovative interaction modalities can support and enhance educational role-play as well as deepen the sense of engagement and presence in participants to produce more successful learning. The discussion will be presented using a showcase from the eCIRCUS project, ORIENT, an application combining virtual and real life role-play for social and emotional learning.

[1]  Andreas Schrader,et al.  Paranoia Syndrome – A Pervasive Multiplayer Game using PDAs , RFID , and Tangible Objects , 2006 .

[2]  Stephen Rollnick,et al.  The use of simulated patients and role-play in communication skills training: a review of the literature to August 2005. , 2007, Patient education and counseling.

[3]  Ana Paiva,et al.  Achieving Empathic Engagement Through Affective Interaction with Synthetic Characters , 2005, ACII.

[4]  Kori Inkpen Quinn,et al.  This is fun! we're all best friends and we're all playing: supporting children's synchronous collaboration , 1999, CSCL.

[5]  Klaus J. Templer,et al.  Cultural Intelligence: Its Measurement and Effects on Cultural Judgment and Decision Making, Cultural Adaptation and Task Performance , 2007, Management and Organization Review.

[6]  Steve Benford,et al.  Can you see me now? , 2006, TCHI.

[7]  R. Aylett.  Narrative in Virtual Environments - Towards Emergent Narrative , 1999 .

[8]  Kristina Höök,et al.  Towards tangibility in gameplay: building a tangible affective interface for a computer game , 2003, ICMI '03.

[9]  D. Mackie,et al.  Intergroup relations. , 2019, Annual Review of Psychology.

[10]  Regan L. Mandryk,et al.  Supporting children's collaboration across handheld computers , 2001, CHI Extended Abstracts.

[11]  James C. Lester,et al.  The Case for Social Agency in Computer-Based Teaching: Do Students Learn More Deeply When They Interact With Animated Pedagogical Agents? , 2001 .

[12]  Mitchel Resnick,et al.  Participatory simulations: using computational objects to learn about dynamic systems , 1998, CHI Conference Summary.

[13]  S. Fiske,et al.  The Handbook of Social Psychology , 1935 .

[14]  D. Marsh,et al.  Effect of Perspective-Taking Training on Interpersonal Problem Solving. , 1980 .

[15]  Allison Druin,et al.  Child's play: a comparison of desktop and physical interactive environments , 2005, IDC '05.

[16]  A. Bandura.  Social Foundations of Thought and Action: A Social Cognitive Theory , 1985 .

[17]  Kurt Squire,et al.  Environmental Detectives—the development of an augmented reality platform for environmental simulations , 2008 .

[18]  Stephen C. Wright,et al.  The extended contact effect: Knowledge of cross-group friendships and prejudice. , 1997 .

[19]  Robert Michael Young,et al.  An intent-driven planner for multi-agent story generation , 2004, Proceedings of the Third International Joint Conference on Autonomous Agents and Multiagent Systems, 2004. AAMAS 2004..

[20]  Ana Paiva,et al.  LEARNING BY FEELING: EVOKING EMPATHY WITH SYNTHETIC CHARACTERS , 2005, Appl. Artif. Intell..

[21]  A. Campbell,et al.  Progress in Artificial Intelligence , 1995, Lecture Notes in Computer Science.

[22]  Elisabeth André,et al.  Role Assignment Via Physical Mobile Interaction Techniques in Mobile Multi-user Applications for Children , 2007, AmI.

[23]  Ana Paiva,et al.  Improving Adaptiveness in Autonomous Characters , 2008, IVA.

[24]  Blair MacIntyre,et al.  Presence and engagement in an interactive drama , 2007, CHI.

[25]  Ana Paiva,et al.  Feeling and Reasoning: A Computational Model for Emotional Characters , 2005, EPIA.