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Academic literature on the topic 'Animated conversational agents'

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Published: 25 May 2024

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Journal articles on the topic "Animated conversational agents"

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Louwerse, Max M., Arthur C. Graesser, Shulan Lu, and Heather H. Mitchell. "Social cues in animated conversational agents." Applied Cognitive Psychology 19, no. 6 (2005): 693–704. http://dx.doi.org/10.1002/acp.1117.

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ZengWei Hong, ChengHung Chuang, ChinHsien Wu, KaiYi Chin, JimMin Lin, and YenLin Chen. "Scripting Animated Conversational Agents in an Internet Multi-Agent Advertising System." Journal of Convergence Information Technology 6, no. 2 (February 28, 2011): 293–305. http://dx.doi.org/10.4156/jcit.vol6.issue2.30.

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Ben Mimoun, Mohammed Slim, Ingrid Poncin, and Marion Garnier. "Animated conversational agents and e-consumer productivity: The roles of agents and individual characteristics." Information & Management 54, no. 5 (July 2017): 545–59. http://dx.doi.org/10.1016/j.im.2016.11.008.

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BREITFUSS, WERNER, HELMUT PRENDINGER, and MITSURU ISHIZUKA. "AUTOMATIC GENERATION OF GAZE AND GESTURES FOR DIALOGUES BETWEEN EMBODIED CONVERSATIONAL AGENTS." International Journal of Semantic Computing 02, no. 01 (March 2008): 71–90. http://dx.doi.org/10.1142/s1793351x0800035x.

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In this paper we introduce a system that automatically adds different types of non-verbal behavior to a given dialogue script between two virtual embodied agents. It allows us to transform a dialogue in text format into an agent behavior script enriched by eye gaze and conversational gesture behavior. The agents' gaze behavior is informed by theories of human face-to-face gaze behavior. Gestures are generated based on the analysis of linguistic and contextual information of the input text. The resulting annotated dialogue script is then transformed into the Multimodal Presentation Markup Language for 3D agents (MPML3D), which controls the multi-modal behavior of animated life-like agents, including facial and body animation and synthetic speech. Using our system makes it very easy to add appropriate non-verbal behavior to a given dialogue text, a task that would otherwise be very cumbersome and time consuming. In order to test the quality of gaze generation, we conducted an empirical study. The results showed that by using our system, the naturalness of the agents' behavior was not increased when compared to randomly selected gaze behavior, but the quality of the communication between the two agents was perceived as significantly enhanced.
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Cassell, Justine, and Kristinn R. Thorisson. "The power of a nod and a glance: Envelope vs. emotional feedback in animated conversational agents." Applied Artificial Intelligence 13, no. 4-5 (May 1999): 519–38. http://dx.doi.org/10.1080/088395199117360.

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Graesser, Arthur C., Carol M. Forsyth, and Blair A. Lehman. "Two Heads May be Better than One: Learning from Computer Agents in Conversational Trialogues." Teachers College Record: The Voice of Scholarship in Education 119, no. 3 (March 2017): 1–20. http://dx.doi.org/10.1177/016146811711900309.

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Background Pedagogical agents are computerized talking heads or embodied animated avatars that help students learn by performing actions and holding conversations with the students in natural language. Dialogues occur between a tutor agent and the student in the case of AutoTutor and other intelligent tutoring systems with natural-language conversation. The agents are adaptive to the students’ actions, verbal contributions, and, in some systems, their emotions (such as boredom, confusion, and frustration). Focus of Study This paper explores several designs of trialogues (two agents interacting with a human student) that have been productively implemented for particular students, subject matters, and depths of learning. The two agents take on different roles, but often serve as peers and tutors. There are different trialogue designs that address different pedagogical goals for different classes of students. For example, students can (a) observe vicariously two agents interacting, (b) converse with a tutor agent while a peer agent periodically chimes in, or (c) teach a peer agent while a tutor rescues a problematic interaction. In addition, agents can argue with each other over issues and ask what the human student thinks about the argument. Research Design Trialogues have been developed for systematic experimental investigations in several studies that measure student impressions, learning gains from pretest to post-test on objective tests, and both cognitive and affective states during learning. The studies compare conditions with different pedagogical principles underlying the trialogues in order to assess the impact of these principles on student impressions, learning, emotions, and other psychological measures. Discourse analyses are performed on the language and actions in the log files in order to assess their impacts on psychological measures. Recommendations Tests of these agent-based systems have shown improvements in learning gains and systematic influences on student emotions. In the future, researchers need to conduct more research to empirically evaluate the psychological impact of different trialogue designs on psychological measures. These trialogue designs range from scripted interactions between agents being observed by the student, to the student helping a fellow peer agent, to the student resolving an argument between two agents. The central question is whether the learning experiences and outcomes show improvement over typical human-computer dialogues (i.e., one human and one tutor agent) and conventional pedagogical interventions.
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Kramer, Lean L., Silke ter Stal, Bob C. Mulder, Emely de Vet, and Lex van Velsen. "Developing Embodied Conversational Agents for Coaching People in a Healthy Lifestyle: Scoping Review." Journal of Medical Internet Research 22, no. 2 (February 6, 2020): e14058. http://dx.doi.org/10.2196/14058.

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Background Embodied conversational agents (ECAs) are animated computer characters that simulate face-to-face counseling. Owing to their capacity to establish and maintain an empathic relationship, they are deemed to be a promising tool for starting and maintaining a healthy lifestyle. Objective This review aimed to identify the current practices in designing and evaluating ECAs for coaching people in a healthy lifestyle and provide an overview of their efficacy (on behavioral, knowledge, and motivational parameters) and use (on usability, usage, and user satisfaction parameters). Methods We used the Arksey and O’Malley framework to conduct a scoping review. PsycINFO, Medical Literature Analysis and Retrieval System Online, and Scopus were searched with a combination of terms related to ECA and lifestyle. Initially, 1789 unique studies were identified; 20 studies were included. Results Most often, ECAs targeted physical activity (n=16) and had the appearance of a middle-aged African American woman (n=13). Multiple behavior change techniques (median=3) and theories or principles (median=3) were applied, but their interpretation and application were usually not reported. ECAs seemed to be designed for the end user rather than with the end user. Stakeholders were usually not involved. A total of 7 out of 15 studies reported better efficacy outcomes for the intervention group, and 5 out of 8 studies reported better use-related outcomes, as compared with the control group. Conclusions ECAs are a promising tool for persuasive communication in the health domain. This review provided valuable insights into the current developmental processes, and it recommends the use of human-centered, stakeholder-inclusive design approaches, along with reporting on the design activities in a systematic and comprehensive manner. The gaps in knowledge were identified on the working mechanisms of intervention components and the right timing and frequency of coaching.
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Bott, Nicholas, Sharon Wexler, Lin Drury, Chava Pollak, Victor Wang, Kathleen Scher, and Sharon Narducci. "A Protocol-Driven, Bedside Digital Conversational Agent to Support Nurse Teams and Mitigate Risks of Hospitalization in Older Adults: Case Control Pre-Post Study." Journal of Medical Internet Research 21, no. 10 (October 17, 2019): e13440. http://dx.doi.org/10.2196/13440.

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Background Hospitalized older adults often experience isolation and disorientation while receiving care, placing them at risk for many inpatient complications, including loneliness, depression, delirium, and falls. Embodied conversational agents (ECAs) are technological entities that can interact with people through spoken conversation. Some ECAs are also relational agents, which build and maintain socioemotional relationships with people across multiple interactions. This study utilized a novel form of relational ECA, provided by Care Coach (care.coach, inc): an animated animal avatar on a tablet device, monitored and controlled by live health advocates. The ECA implemented algorithm-based clinical protocols for hospitalized older adults, such as reorienting patients to mitigate delirium risk, eliciting toileting needs to prevent falls, and engaging patients in social interaction to facilitate social engagement. Previous pilot studies of the Care Coach avatar have demonstrated the ECA’s usability and efficacy in home-dwelling older adults. Further study among hospitalized older adults in a larger experimental trial is needed to demonstrate its effectiveness. Objective The aim of the study was to examine the effect of a human-in-the-loop, protocol-driven relational ECA on loneliness, depression, delirium, and falls among diverse hospitalized older adults. Methods This was a clinical trial of 95 adults over the age of 65 years, hospitalized at an inner-city community hospital. Intervention participants received an avatar for the duration of their hospital stay; participants on a control unit received a daily 15-min visit from a nursing student. Measures of loneliness (3-item University of California, Los Angeles Loneliness Scale), depression (15-item Geriatric Depression Scale), and delirium (confusion assessment method) were administered upon study enrollment and before discharge. Results Participants who received the avatar during hospitalization had lower frequency of delirium at discharge (P<.001), reported fewer symptoms of loneliness (P=.01), and experienced fewer falls than control participants. There were no significant differences in self-reported depressive symptoms. Conclusions The study findings validate the use of human-in-the-loop, relational ECAs among diverse hospitalized older adults.
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Hartholt, Arno, Ed Fast, Adam Reilly, Wendy Whitcup, Matt Liewer, and Sharon Mozgai. "Multi-Platform Expansion of the Virtual Human Toolkit: Ubiquitous Conversational Agents." International Journal of Semantic Computing 14, no. 03 (September 2020): 315–32. http://dx.doi.org/10.1142/s1793351x20400127.

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We present an extension of the Virtual Human Toolkit to include a range of computing platforms, including mobile, web, Virtual Reality (VR) and Augmented Reality (AR). The Toolkit uses a mix of in-house and commodity technologies to support audio-visual sensing, speech recognition, natural language processing, nonverbal behavior generation and realization, text-to-speech generation and rendering. It has been extended to support computing platforms beyond Windows by leveraging microservices. The resulting framework maintains the modularity of the underlying architecture, allows re-use of both logic and content through cloud services, and is extensible by porting lightweight clients. We present the current state of the framework, discuss how we model and animate our characters, and offer lessons learned through several use cases, including expressive character animation in seated VR, shared space and navigation in room-scale VR, autonomous AI in mobile AR, and real-time user performance feedback leveraging mobile sensors in headset AR.
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Woodfill, Brent K. S. "Contextualizing Caves within an Animate Maya Landscape: Caves as Living Agents in the Past and Present." Religions 12, no. 12 (December 16, 2021): 1109. http://dx.doi.org/10.3390/rel12121109.

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After groundbreaking work by multiple archaeologists in the latter half of the 20th century, caves in the Maya world are currently acknowledged as fundamentally ritual rather than domestic spaces. However, a more nuanced read of the anthropological literature and conversations with Indigenous collaborators in the past and present pushes us to move still farther and see caves not as passive contexts to contain ceremonies directed elsewhere but animate beings with unique identities and personalities in their own right. This article combines archaeological, ethnohistoric, and ethnographic documentation of Maya cave use in central Guatemala to build a foundation for examining caves as living beings, with particular attention played to the role they play as active agents in local politics and quotidian life. Through ritual offerings, neighboring residents and travelers maintain tight reciprocal relationships with specific caves and other geographic idiosyncrasies dotting the landscape to ensure the success of multiple important activities and the continued well-being of families and communities.
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Dissertations / Theses on the topic "Animated conversational agents"

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Ljunglöv, Robin. "Prestation, intresse, engagemang, uppskattning : Skillnader i upplevelse av en virtuell lärmiljö mellan matematiskt hög- och lågpresterande elever." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-69260.

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Digitala läromedel blir ett vanligare inslag i skolgången då ny teknologi erbjuder tidigare okända pedagogiska möjligheter. Denna uppsats undersöker hur elever som använder ett digitalt läromedel i form av en virtuell lärmiljö för matematiklärande upplever denna lärmiljö. Dessutom undersöks elevernas prestation i lärmiljöns matematiska uppgifter. Skillnader mellan elever i olika årskurser samt elever som är matematiskt låg- eller högpresterande studeras. Matematisk prestation beskrivs utifrån Goods (1981) passivitetsmodell som innebär att lågpresterande elever är mindre risktagande i klassrumsmiljön. Elevernas upplevelse av digitala läromedel studerades i en virtuell lärmiljö bestående av två moduler, en spelmodul och en modul för skriven dialog. Upplevelsen av lärmiljön undersöktes genom att studera hur intressant eleverna tyckte att spelet var, huruvida eleverna tyckte att agenten gjorde att de brydde sig mer när de spelade, samt om de gillade den skrivna dialogen. Tidigare insamlad data från elever i årskurs 6-8 som använt den virtuella lärmiljön undersöktes med kvasiexperimentell metod och analyserades med ANOVA. Analysen påvisade en skillnad mellan låg- och högpresterande elever i hur mycket de tycker att en pedagogisk virtuell agent engagerar dem i en virtuell lärmiljö. Matematiskt högpresterande elever anser att agenten gör dem mer engagerade än vad matematiskt lågpresterande elever anser. Detta kan tyda på att lågpresterande elevers passivitet utöver traditionell klassrumspedagogik också påverkar elevernas upplevelse av digitala läromedel. I vidareutvecklingen av den virtuella lärmiljön och skapandet av andra virtuella lärmiljöer är det viktigt att se till att elever både lär sig och engageras av lärmiljön. Utvecklare bör också ta hänsyn till de skillnader som finns mellan låg- och högpresterande elevers upplevelse av lärmiljön. Detta kan exempelvis ske genom att den virtuella lärmiljön görs anpassningsbar för att passa elever oberoende av prestationsnivå. Detta är en viktig målsättning för att se förbättra lågpresterande elevers möjligheter i skolan, något som virtuella lärmiljöer och digitala läromedel i allmänhet kan utgöra ett kraftfullt medium för.
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Gustafson, Joakim. "Developing Multimodal Spoken Dialogue Systems : Empirical Studies of Spoken Human–Computer Interaction." Doctoral thesis, KTH, Tal, musik och hörsel, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-3460.

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This thesis presents work done during the last ten years on developing five multimodal spoken dialogue systems, and the empirical user studies that have been conducted with them. The dialogue systems have been multimodal, giving information both verbally with animated talking characters and graphically on maps and in text tables. To be able to study a wider rage of user behaviour each new system has been in a new domain and with a new set of interactional abilities. The five system presented in this thesis are: The Waxholm system where users could ask about the boat traffic in the Stockholm archipelago; the Gulan system where people could retrieve information from the Yellow pages of Stockholm; the August system which was a publicly available system where people could get information about the author Strindberg, KTH and Stockholm; the AdAptsystem that allowed users to browse apartments for sale in Stockholm and the Pixie system where users could help ananimated agent to fix things in a visionary apartment publicly available at the Telecom museum in Stockholm. Some of the dialogue systems have been used in controlled experiments in laboratory environments, while others have been placed inpublic environments where members of the general public have interacted with them. All spoken human-computer interactions have been transcribed and analyzed to increase our understanding of how people interact verbally with computers, and to obtain knowledge on how spoken dialogue systems canutilize the regularities found in these interactions. This thesis summarizes the experiences from building these five dialogue systems and presents some of the findings from the analyses of the collected dialogue corpora.
QC 20100611
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Book chapters on the topic "Animated conversational agents"

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Moreno, Kristen N., Bianca Klettke, Kiran Nibbaragandla, and Arthur C. Graesser. "Perceived Characteristics and Pedagogical Efficacy of Animated Conversational Agents." In Intelligent Tutoring Systems, 963–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-47987-2_96.

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Yuasa, Masahide. "Can Animated Agents Help Us Create Better Conversational Moods? An Experiment on the Nature of Optimal Conversations." In Universal Access in Human-Computer Interaction. Design for All and Accessibility Practice, 634–40. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07509-9_60.

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Korre, Danai. "Comparing Photorealistic and Animated Embodied Conversational Agents in Serious Games: An Empirical Study on User Experience." In HCI International 2023 – Late Breaking Papers, 317–35. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-48050-8_22.

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Krenn, Brigitte, and Barbara Neumayr. "Socialite in derSpittelberg: Incorporating Animated Conversation into a Web-Based Community-Building Tool." In Intelligent Virtual Agents, 18–22. Berlin, Heidelberg: Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-39396-2_4.

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"Performative Facial Expressions in Animated Faces." In Embodied Conversational Agents. The MIT Press, 2000. http://dx.doi.org/10.7551/mitpress/2697.003.0008.

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"Deictic and Emotive Communication in Animated Pedagogical Agents." In Embodied Conversational Agents. The MIT Press, 2000. http://dx.doi.org/10.7551/mitpress/2697.003.0007.

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"Designing and Evaluating Conversational Interfaces with Animated Characters." In Embodied Conversational Agents. The MIT Press, 2000. http://dx.doi.org/10.7551/mitpress/2697.003.0014.

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"The Automated Design of Believable Dialogues for Animated Presentation Teams." In Embodied Conversational Agents. The MIT Press, 2000. http://dx.doi.org/10.7551/mitpress/2697.003.0010.

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André, Elisabeth. "Design and Evaluation of Embodied Conversational Agents for Educational and Advisory Software." In Handbook of Conversation Design for Instructional Applications, 343–62. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-597-9.ch020.

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Embodied conversational agents may take on a diversity of roles in learning and advisory scenarios including virtual teachers, advisors, learning companions and autonomous actors in educational role play. They promote learner motivation, engagement, and self-confidence, and may help prevent and overcome negative affective states of learners, such as frustration, and fear of failure. The chapter will provide guidelines and approved methods for the development of animated pedagogical agents including the extraction of multimodal tutorial strategies from human-human teaching dialogues as well as the simulation and evaluation of such strategies in computer-mediated learning environments.
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Heller, Bob, and Mike Procter. "Embodied and Embedded Intelligence." In Intelligent and Adaptive Learning Systems, 280–92. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-60960-842-2.ch018.

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In this chapter, it is argued that the scope of simulation pedagogy can be extended beyond the medical health field with the development of actor agents on virtual stages. The literature on animated pedagogical agents is reviewed with a focus on embodied intelligence, and in particular, conversational ability. The embedded intelligence of virtual worlds is also reviewed, including the deployment of computer controlled avatars. The next section presents a review of work involving actor agents in Second Life including the authors’ research. A few of the major challenges are described and a conclusion is presented regarding the opportunities afforded by actor agents and virtual stages.
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Conference papers on the topic "Animated conversational agents"

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Divekar, Rahul R., Xiangyang Mou, Lisha Chen, Maíra Gatti de Bayser, Melina Alberio Guerra, and Hui Su. "Embodied Conversational AI Agents in a Multi-modal Multi-agent Competitive Dialogue." In Twenty-Eighth International Joint Conference on Artificial Intelligence {IJCAI-19}. California: International Joint Conferences on Artificial Intelligence Organization, 2019. http://dx.doi.org/10.24963/ijcai.2019/940.

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In a setting where two AI agents embodied as animated humanoid avatars are engaged in a conversation with one human and each other, we see two challenges. One, determination by the AI agents about which one of them is being addressed. Two, determination by the AI agents if they may/could/should speak at the end of a turn. In this work we bring these two challenges together and explore the participation of AI agents in multi-party conversations. Particularly, we show two embodied AI shopkeeper agents who sell similar items aiming to get the business of a user by competing with each other on the price. In this scenario, we solve the first challenge by using headpose (estimated by deep learning techniques) to determine who the user is talking to. For the second challenge we use deontic logic to model rules of a negotiation conversation.
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Mozgai, Sharon, Albert Rizzo, and Arno Hartholt. "Human-Centered Design for a Virtual Human led mHealth Intervention for Suicide Prevention." In 5th International Conference on Human Systems Engineering and Design: Future Trends and Applications (IHSED 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1004118.

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Addressing the significant mental and physical healthcare needs of Veterans requires innovative strategies to enhance access to evidence-based care. The integration of Virtual Human (VH) agents into Mobile Health (mHealth) applications presents a promising opportunity to overcome barriers associated with suicide prevention and connect with Veterans. The Battle Buddy (BB) project was conceived as a mobile wellness and suicide prevention application, empowering Veterans with an always-available resource concierged by an engaging and supportive conversational VH agent. Human-centered design is essential in the development of all interactions focused on the persuasive strategies of (1) personalization, (2) self-monitoring, (3) tunneling, (4) suggestion, and (5) expertise. Veterans can interact with the BB VH during daily check-ins, learn about mental health and wellness strategies, participate in interactive activities, increase self-awareness of their current status, and build and work safety plans in times of suicidal crisis. BB is designed to provide the Veteran with easy access to a suicide prevention ecosystem in which a wealth of evidenced-based interventions will be delivered in a non-stigmatizing fashion by a computer-based dialogue system with virtual embodiment, utilizing various multi-modal language cues such as text, speech, animated facial expressions, and gestures to interact with users. This paper explores our human-centered design process for the BB feature set to target the negative effects of social isolation and loneliness, conditions that challenge Veteran healthcare and suicide prevention.
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Simon, Carlo, Stefan Haag, and Lara Zakfeld. "Research-Agenda For Process Simulation Dashboards." In 35th ECMS International Conference on Modelling and Simulation. ECMS, 2021. http://dx.doi.org/10.7148/2021-0243.

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The European Conference on Modelling and Simulation is a prominent but not the only conference showing possibilities and relevance of simulation. Meanwhile, it is an important field of research worldwide and current discussions about the industry of the future and especially the idea of digital twins for the simulation of forecasts in parallel to an existing reality increase its importance. All these efforts led to highly elaborated simulation modeling methods and tools that can be applied to different fields from air traffic management to zoo building. However, based on conference participations, literature research, and conversations with other researchers and practitioners, we observe that simulations are by far not being used as often as possible in day-to-day business. And if they are used, typically individual software solutions are developed that can hardly be transferred to other applications. So, how can we reduce the barriers for using simulation? Any simulation comes along with a profound domain knowledge, a modeling method, a tool for the definition and simulation of models, and the visualization of the simulation results. Different roles conduct these tasks: Domain experts deliver the domain specific knowledge and – as is the case for further members of staff – must be able to interpret the simulation results. Modeling and visualization experts develop the simulations but also deliver a proper presentation for the domain experts, probably without having a deeper understanding of these results. A decision on whether a simulation is conducted at all is made by management, possibly together with the information systems department. The latter roles need information concerning the benefits both in advance as well as in retrospect. Since we mainly work in the field of process modeling and simulation with the aid of Petri nets for production and logistics, the above made considerations encouraged further studies on the usage of simulation with a special focus on dashboard visualization of the simulation results in this field. A holistic approach includes the process of simulation development and use. The research agenda for which a grant could be won is explained within this paper and may animate other researchers to participate.
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