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41.
Nye, Benjamin D.; Goldberg, Ben; Hu, Xiangen
Generalizing the Genres for ITS: Authoring Considerations for Representative Learning Tasks Book Section
In: Sottilare, Robert A.; Graesser, Arthur C.; Hu, Xiangen; Brawner, Keith (Ed.): Design Recommendations for Intelligent Tutoring Systems: Volume 2: Authoring Tools and Expert Modeling Techniques, vol. 3, pp. 47–63, U.S. Army Research Laboratory, 2015, ISBN: 978-0-9893923-7-2.
@incollection{nye_generalizing_2015,
title = {Generalizing the Genres for ITS: Authoring Considerations for Representative Learning Tasks},
author = {Benjamin D. Nye and Ben Goldberg and Xiangen Hu},
editor = {Robert A. Sottilare and Arthur C. Graesser and Xiangen Hu and Keith Brawner},
url = {http://ict.usc.edu/pubs/Generalizing%20the%20Genres%20for%20ITS%20-%20Authoring%20Considerations%20for%20Representative%20Learning%20Tasks.pdf},
isbn = {978-0-9893923-7-2},
year = {2015},
date = {2015-06-01},
booktitle = {Design Recommendations for Intelligent Tutoring Systems: Volume 2: Authoring Tools and Expert Modeling Techniques},
volume = {3},
pages = {47–63},
publisher = {U.S. Army Research Laboratory},
abstract = {Compared to many other learning technologies, intelligent tutoring systems (ITSs) have a distinct challenge: authoring an adaptive inner loop that provides pedagogical support on one or more learning tasks. This coupling of tutoring behavior to student interaction with a learning task means that authoring tools need to reflect both the learning task and the ITS pedagogy. To explore this issue, common learning activities in intelligent tutoring need to be categorized and analyzed for the information that is required to tutor each task. The types of learning activities considered cover a large range: step-by-step problem solving, bug repair, building generative functions (e.g., computer code), structured argumentation, self-reflection, short question answering, essay writing, classification, semantic matching, representation mapping (e.g., graph to equation), concept map revision, choice scenarios, simulated process scenarios, motor skills practice, collaborative discussion, collaborative design, and team coordination tasks. These different tasks imply a need for different authoring tools and processes used to create tutoring systems for each task. In this chapter, we consider three facets of authoring: 1) the minimum information required to create the task, 2) the minimum information needed to implement common pedagogical strategies, 3) the expertise required for each type of information. The goal of this analysis is to present a roadmap of effective practices in authoring tool interfaces for each tutoring task considered. A long-term vision for ITSs is to have generalizable authoring tools, which could be used to rapidly create content for a variety of ITSs. However, it is as-yet unclear if this goal is even attainable. Authoring tools have a number of serious challenges, from the standpoint of generalizability. These challenges include the domain, the data format, and the author. First, different ITS domains require different sets of authoring tools, because they have different learning tasks. Tools that are convenient for embedding tutoring in a 3D virtual world are completely different than ones that make it convenient to add tutoring to a system for practicing essay-writing, for example. Second, the data produced by an authoring tool needs to be consumed by an ITS that will make pedagogical decisions. As such, at least some of the data is specific to the pedagogy of the ITS, rather than directly reflecting domain content. As a simple example, if an ITS uses text hints, those hints need to be authored, but some systems may just highlight errors rather than providing text hints. As such, the first system actually needs more content authored and represented as data. With that said, typical ITSs use a relatively small and uniform set of authored content to interact with learners, such as correctness feedback, corrections, and hints (VanLehn, 2006). Third, different authors may need different tools (Nye, Rahman, Yang, Hays, Cai, Graesser, & Hu, 2014). This means that even the same content may need distinct authoring tools that match the expertise of different authors. In this chapter, we are focusing primarily on the first challenge: differences in domains. In particular, our stance is that the “content domain” is too coarse-grained to allow much reuse between authoring tools. This is because, to a significant extent, content domains are simply names for related content. However, the skills and pedagogy for the same domain can vary drastically across different topics and expertise levels. For example, Algebra and Geometry are both high-school level math domains. However, in geometry, graphical depictions (e.g., shapes, angles) are a central aspect of the pedagogy, while Algebra tends to use graphics very differently (e.g., coordinate plots). As such, some learning tasks tend to be shared between those subdomains (e.g., equation-solving) and other tasks are not (e.g., classifying shapes). This raises the central point of our paper: the learning tasks for a domain define how we author content for that domain. For example, while Algebra does not involve recognizing many shapes, understanding the elements of architecture involves recognizing a variety of basic and advanced shapes and forms. In total, this means that no single whole-cloth authoring tool will work well for any pair of Algebra, Geometry, and Architectural Forms. However, it also implies that a reasonable number of task-specific tools for each learning task might allow authoring for all three domains. To do this, we need to understand the common learning tasks for domains taught using ITS, and why those tasks are applied to those domains. In the following sections, we identify and categorize common learning tasks for different ITS domains. Then, we extract common principles for those learning tasks. Finally, we suggest a set of general learning activities that might be used to tutor a large number of domains.},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
Compared to many other learning technologies, intelligent tutoring systems (ITSs) have a distinct challenge: authoring an adaptive inner loop that provides pedagogical support on one or more learning tasks. This coupling of tutoring behavior to student interaction with a learning task means that authoring tools need to reflect both the learning task and the ITS pedagogy. To explore this issue, common learning activities in intelligent tutoring need to be categorized and analyzed for the information that is required to tutor each task. The types of learning activities considered cover a large range: step-by-step problem solving, bug repair, building generative functions (e.g., computer code), structured argumentation, self-reflection, short question answering, essay writing, classification, semantic matching, representation mapping (e.g., graph to equation), concept map revision, choice scenarios, simulated process scenarios, motor skills practice, collaborative discussion, collaborative design, and team coordination tasks. These different tasks imply a need for different authoring tools and processes used to create tutoring systems for each task. In this chapter, we consider three facets of authoring: 1) the minimum information required to create the task, 2) the minimum information needed to implement common pedagogical strategies, 3) the expertise required for each type of information. The goal of this analysis is to present a roadmap of effective practices in authoring tool interfaces for each tutoring task considered. A long-term vision for ITSs is to have generalizable authoring tools, which could be used to rapidly create content for a variety of ITSs. However, it is as-yet unclear if this goal is even attainable. Authoring tools have a number of serious challenges, from the standpoint of generalizability. These challenges include the domain, the data format, and the author. First, different ITS domains require different sets of authoring tools, because they have different learning tasks. Tools that are convenient for embedding tutoring in a 3D virtual world are completely different than ones that make it convenient to add tutoring to a system for practicing essay-writing, for example. Second, the data produced by an authoring tool needs to be consumed by an ITS that will make pedagogical decisions. As such, at least some of the data is specific to the pedagogy of the ITS, rather than directly reflecting domain content. As a simple example, if an ITS uses text hints, those hints need to be authored, but some systems may just highlight errors rather than providing text hints. As such, the first system actually needs more content authored and represented as data. With that said, typical ITSs use a relatively small and uniform set of authored content to interact with learners, such as correctness feedback, corrections, and hints (VanLehn, 2006). Third, different authors may need different tools (Nye, Rahman, Yang, Hays, Cai, Graesser, & Hu, 2014). This means that even the same content may need distinct authoring tools that match the expertise of different authors. In this chapter, we are focusing primarily on the first challenge: differences in domains. In particular, our stance is that the “content domain” is too coarse-grained to allow much reuse between authoring tools. This is because, to a significant extent, content domains are simply names for related content. However, the skills and pedagogy for the same domain can vary drastically across different topics and expertise levels. For example, Algebra and Geometry are both high-school level math domains. However, in geometry, graphical depictions (e.g., shapes, angles) are a central aspect of the pedagogy, while Algebra tends to use graphics very differently (e.g., coordinate plots). As such, some learning tasks tend to be shared between those subdomains (e.g., equation-solving) and other tasks are not (e.g., classifying shapes). This raises the central point of our paper: the learning tasks for a domain define how we author content for that domain. For example, while Algebra does not involve recognizing many shapes, understanding the elements of architecture involves recognizing a variety of basic and advanced shapes and forms. In total, this means that no single whole-cloth authoring tool will work well for any pair of Algebra, Geometry, and Architectural Forms. However, it also implies that a reasonable number of task-specific tools for each learning task might allow authoring for all three domains. To do this, we need to understand the common learning tasks for domains taught using ITS, and why those tasks are applied to those domains. In the following sections, we identify and categorize common learning tasks for different ITS domains. Then, we extract common principles for those learning tasks. Finally, we suggest a set of general learning activities that might be used to tutor a large number of domains.
42.
Nye, Benjamin D.; Hu, Xiangen
A Historical Perspective on Authoring and ITS: Reviewing Some Lessons Learned Book Section
In: Sottilare, Robert A.; Graesser, Arthur C.; Hu, Xiangen; Brawner, Keith (Ed.): Design Recommendations for Intelligent Tutoring Systems: Volume 2: Authoring Tools and Expert Modeling Techniques, pp. 67–70, U.S. Army Research Laboratory, 2015, ISBN: 978-0-9893923-7-2.
@incollection{nye_historical_2015,
title = {A Historical Perspective on Authoring and ITS: Reviewing Some Lessons Learned},
author = {Benjamin D. Nye and Xiangen Hu},
editor = {Robert A. Sottilare and Arthur C. Graesser and Xiangen Hu and Keith Brawner},
url = {http://ict.usc.edu/pubs/A%20Historical%20Perspective%20on%20Authoring%20and%20ITS%20-%20Reviewing%20Some%20Lessons%20Learned.pdf},
isbn = {978-0-9893923-7-2},
year = {2015},
date = {2015-06-01},
booktitle = {Design Recommendations for Intelligent Tutoring Systems: Volume 2: Authoring Tools and Expert Modeling Techniques},
pages = {67–70},
publisher = {U.S. Army Research Laboratory},
abstract = {This section discusses the practices and lessons learned from authoring tools that have been applied and revised through repeated use by researchers, content authors, and/or instructors. All of the tools noted in this section represent relatively mature applications that can be used to build and configure educationally-effective content. Each tool has been tailored to address both the tutoring content and the expected authors who will be using the tool. As such, even tools which support similar tutoring strategies may use very different interfaces to represent equivalent domain knowledge. In some cases, authoring tools even represent offshoots where different authoring goals led to divergent evolution of both the authoring tools and the intelligent tutoring systems (ITSs) from a common lineage. Understanding how these systems adapted their tools to their particular authoring challenges gives concrete examples of the tradeoffs involved for different types of authoring. By reviewing the successes and challenges of the past, these chapters provide lessons learned for the development of future systems.},
keywords = {},
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}
This section discusses the practices and lessons learned from authoring tools that have been applied and revised through repeated use by researchers, content authors, and/or instructors. All of the tools noted in this section represent relatively mature applications that can be used to build and configure educationally-effective content. Each tool has been tailored to address both the tutoring content and the expected authors who will be using the tool. As such, even tools which support similar tutoring strategies may use very different interfaces to represent equivalent domain knowledge. In some cases, authoring tools even represent offshoots where different authoring goals led to divergent evolution of both the authoring tools and the intelligent tutoring systems (ITSs) from a common lineage. Understanding how these systems adapted their tools to their particular authoring challenges gives concrete examples of the tradeoffs involved for different types of authoring. By reviewing the successes and challenges of the past, these chapters provide lessons learned for the development of future systems.
43.
Blumberg, Fran C.; Burke, Lauren C.; Hodent, Celia; Evans, Michael A.; Lane, H. Chad; Schell, Jesse
Serious Games for Health: Features, Challenges, Next Steps Journal Article
In: Games for Health Journal, vol. 3, no. 5, pp. 270–276, 2014, ISSN: 2161-783X, 2161-7856.
@article{blumberg_serious_2014,
title = {Serious Games for Health: Features, Challenges, Next Steps},
author = {Fran C. Blumberg and Lauren C. Burke and Celia Hodent and Michael A. Evans and H. Chad Lane and Jesse Schell},
url = {http://online.liebertpub.com/doi/abs/10.1089/g4h.2014.0079},
doi = {10.1089/g4h.2014.0079},
issn = {2161-783X, 2161-7856},
year = {2014},
date = {2014-10-01},
journal = {Games for Health Journal},
volume = {3},
number = {5},
pages = {270–276},
abstract = {As articles in this journal have demonstrated over the past 3 years, serious game development continues to flourish as a vehicle for formal and informal health education. How best to characterize a “serious” game remains somewhat elusive in the literature. Many researchers and practitioners view serious games as capitalizing on computer technology and state-of-the-art video graphics as an enjoyable means by which to provide and promote instruction and training, or to facilitate attitude change among its players. We invited four distinguished researchers and practitioners to further discuss with us how they view the characteristics of serious games for health, how those characteristics differ from those for academic purposes, the challenges posed for serious game development among players of different ages, and next steps for the development and empirical examination of the effectiveness of serious games for players' psychological and physical well-being.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
As articles in this journal have demonstrated over the past 3 years, serious game development continues to flourish as a vehicle for formal and informal health education. How best to characterize a “serious” game remains somewhat elusive in the literature. Many researchers and practitioners view serious games as capitalizing on computer technology and state-of-the-art video graphics as an enjoyable means by which to provide and promote instruction and training, or to facilitate attitude change among its players. We invited four distinguished researchers and practitioners to further discuss with us how they view the characteristics of serious games for health, how those characteristics differ from those for academic purposes, the challenges posed for serious game development among players of different ages, and next steps for the development and empirical examination of the effectiveness of serious games for players' psychological and physical well-being.
44.
Gordon, Andrew; Core, Mark; Kang, Sin-Hwa; Wang, Catherine; Wienberg, Christopher
Civilian Analogs of Army Tasks: Supporting Pedagogical Storytelling Across Domains Journal Article
In: Proceedings of the 11th International Conference of the Learning Sciences, 2014.
@article{gordon_civilian_2014,
title = {Civilian Analogs of Army Tasks: Supporting Pedagogical Storytelling Across Domains},
author = {Andrew Gordon and Mark Core and Sin-Hwa Kang and Catherine Wang and Christopher Wienberg},
url = {http://ict.usc.edu/pubs/Civilian%20Analogs%20of%20Army%20Tasks%20-%20Supporting%20Pedagogical%20Storytelling%20Across%20Domains.pdf},
year = {2014},
date = {2014-06-01},
journal = {Proceedings of the 11th International Conference of the Learning Sciences},
abstract = {Storytelling is the most basic means by which people learn from the experiences of others. Advances in educational technologies offer new opportunities and experiences for learners, but risk losing the natural forms of pedagogical storytelling afforded by face-to-face teacher-student discussion. In this paper, we present a technology-supported solution to the problem of curating and algorithmically delivering relevant stories to learners in computer-based learning environments. Our approach is to mine public weblogs for textual narratives related to specific activity contexts, both inside and outside the domain of the target skillset. These stories are then linked directly to task representations in the learner model of an intelligent tutoring system, and delivered to learners along with other tutoring guidance. We demonstrate our approach to curating stories by creating collections of narratives that are analogous to tactical tasks of the U.S. Army, and evaluate the difficulty of incorporating these stories into intelligent tutoring systems.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Storytelling is the most basic means by which people learn from the experiences of others. Advances in educational technologies offer new opportunities and experiences for learners, but risk losing the natural forms of pedagogical storytelling afforded by face-to-face teacher-student discussion. In this paper, we present a technology-supported solution to the problem of curating and algorithmically delivering relevant stories to learners in computer-based learning environments. Our approach is to mine public weblogs for textual narratives related to specific activity contexts, both inside and outside the domain of the target skillset. These stories are then linked directly to task representations in the learner model of an intelligent tutoring system, and delivered to learners along with other tutoring guidance. We demonstrate our approach to curating stories by creating collections of narratives that are analogous to tactical tasks of the U.S. Army, and evaluate the difficulty of incorporating these stories into intelligent tutoring systems.
45.
Core, Mark; Lane, H. Chad; Traum, David
Intelligent Tutoring Support for Learners Interacting with Virtual Humans Book Section
In: Design Recommendations for Intelligent Tutoring Systems, vol. 2, pp. 249 – 257, 2014, ISBN: 978-0-9893923-2-7.
@incollection{core_intelligent_2014,
title = {Intelligent Tutoring Support for Learners Interacting with Virtual Humans},
author = {Mark Core and H. Chad Lane and David Traum},
url = {http://books.google.com/books?hl=en&lr=&id=BNWEBAAAQBAJ&oi=fnd&pg=PR2&dq=+Design+Recommendations+for+Intelligent+Tutoring+Systems,+volume+2&ots=jIk3zyGi4M&sig=qb_hc4KKE3-rMh2mrs8WkxBicG4#v=onepage&q&f=false},
isbn = {978-0-9893923-2-7},
year = {2014},
date = {2014-06-01},
booktitle = {Design Recommendations for Intelligent Tutoring Systems},
volume = {2},
pages = {249 – 257},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
46.
Hill, Randall W.
Virtual Reality and Leadership Development Book Section
In: Using Experience to Develop Leadership Talent: How Organizations Leverage On-The-Job Development, pp. 286–312, John Wiley & Sons, Inc., 2014, ISBN: 978-1-118-76783-2.
@incollection{hill_virtual_2014,
title = {Virtual Reality and Leadership Development},
author = {Randall W. Hill},
url = {http://www.amazon.com/dp/1118767837/ref=cm_sw_su_dp},
isbn = {978-1-118-76783-2},
year = {2014},
date = {2014-03-01},
booktitle = {Using Experience to Develop Leadership Talent: How Organizations Leverage On-The-Job Development},
pages = {286–312},
publisher = {John Wiley & Sons, Inc.},
series = {J-B SIOP Professional Practice Series (Book 1)},
keywords = {},
pubstate = {published},
tppubtype = {incollection}
}
47.
Chaudhri, Vinay K.; Lane, H. Chad; Gunning, Dave; Roschelle, Jeremy
Intelligent Learning Technologies: Applications of Artificial Intelligence to Contemporary and Emerging Educational Challenges Journal Article
In: AI Magazine, vol. 34, no. 3, pp. 10–12, 2013.
@article{chaudhri_intelligent_2013,
title = {Intelligent Learning Technologies: Applications of Artificial Intelligence to Contemporary and Emerging Educational Challenges},
author = {Vinay K. Chaudhri and H. Chad Lane and Dave Gunning and Jeremy Roschelle},
url = {http://www.aaai.org/ojs/index.php/aimagazine/issue/view/203/showToc},
year = {2013},
date = {2013-12-01},
journal = {AI Magazine},
volume = {34},
number = {3},
pages = {10–12},
abstract = {This special issue of AI Magazine presents articles on some of the most interesting projects at the intersection of AI and Education. Included are articles on integrated systems such as virtual humans, an intellgent textbook a game-based learning environment as well as technology focused components such as student models and data mining. The issue concludes with an article summarizing the contemporary and emerging challenges at the intersection of AI and education.},
keywords = {},
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This special issue of AI Magazine presents articles on some of the most interesting projects at the intersection of AI and Education. Included are articles on integrated systems such as virtual humans, an intellgent textbook a game-based learning environment as well as technology focused components such as student models and data mining. The issue concludes with an article summarizing the contemporary and emerging challenges at the intersection of AI and education.
48.
Lane, H. Chad; Hays, Matthew Jensen; Core, Mark G.; Auerbach, Daniel
Learning intercultural communication skills with virtual humans: Feedback and fidelity. Journal Article
In: Journal of Educational Psychology, vol. 105, no. 4, pp. 1026–1035, 2013, ISSN: 1939-2176, 0022-0663.
@article{lane_learning_2013,
title = {Learning intercultural communication skills with virtual humans: Feedback and fidelity.},
author = {H. Chad Lane and Matthew Jensen Hays and Mark G. Core and Daniel Auerbach},
url = {http://doi.apa.org/getdoi.cfm?doi=10.1037/a0031506},
doi = {10.1037/a0031506},
issn = {1939-2176, 0022-0663},
year = {2013},
date = {2013-11-01},
journal = {Journal of Educational Psychology},
volume = {105},
number = {4},
pages = {1026–1035},
abstract = {In the context of practicing intercultural communication skills, we investigated the role of fidelity in a game-based, virtual learning environment as well as the role of feedback delivered by an intelligent tutoring system. In 2 experiments, we compared variations on the game interface, use of the tutoring system, and the form of the feedback. Our findings suggest that for learning basic intercultural communicative skills, a 3-dimensional (3-D) interface with animation and sound produced equivalent learning to a more static 2-D interface. However, learners took significantly longer to analyze and respond to the actions of animated virtual humans, suggesting a deeper engagement. We found large gains in learning across conditions. There was no differential effect with the tutor engaged, but it was found to have a positive impact on learner success in a transfer task. This difference was most pronounced when the feedback was delivered in a more general form versus a concrete style.},
keywords = {},
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In the context of practicing intercultural communication skills, we investigated the role of fidelity in a game-based, virtual learning environment as well as the role of feedback delivered by an intelligent tutoring system. In 2 experiments, we compared variations on the game interface, use of the tutoring system, and the form of the feedback. Our findings suggest that for learning basic intercultural communicative skills, a 3-dimensional (3-D) interface with animation and sound produced equivalent learning to a more static 2-D interface. However, learners took significantly longer to analyze and respond to the actions of animated virtual humans, suggesting a deeper engagement. We found large gains in learning across conditions. There was no differential effect with the tutor engaged, but it was found to have a positive impact on learner success in a transfer task. This difference was most pronounced when the feedback was delivered in a more general form versus a concrete style.
49.
Hays, Matthew Jensen; Lane, H. Chad; Auerbach, Daniel
Must Feedback Disrupt Presence in Serious Games? Proceedings Article
In: Workshop on Formative Feedback in Interactive Learning Environments at the International Conference on Artificial Intelligence in Education, Memphis, TN, 2013.
@inproceedings{hays_must_2013,
title = {Must Feedback Disrupt Presence in Serious Games?},
author = {Matthew Jensen Hays and H. Chad Lane and Daniel Auerbach},
url = {http://ict.usc.edu/pubs/Must%20Feedback%20Disrupt%20Presence%20in%20Serious%20Games.pdf},
year = {2013},
date = {2013-07-01},
booktitle = {Workshop on Formative Feedback in Interactive Learning Environments at the International Conference on Artificial Intelligence in Education},
address = {Memphis, TN},
abstract = {Serious games are generally designed with two goals in mind: promoting learning and creating compelling and engaging experiences (sometimes termed a sense of presence). Presence itself is believed to promote learning, but serious games often attempt to further increase pedagogical value. One way to do so is to use an intelligent tutoring system (ITS) to provide feedback during gameplay. Some researchers have expressed concern that, because feedback from an ITS is often extrinsic (i.e., it operates outside of the primary game mechanic), attending to it disrupts players’ sense of presence. As a result, learning may be unintentionally hindered by an ITS. However, the most beneficial conditions of instruction are often counterintuitive; in this paper, we challenge the assumption that feedback during learning hinders sense of presence. Across three experiments, we examined how an ITS that provided extrinsic feedback during a serious game affected presence. Across different modalities and conditions, we found that feedback and other ITS features do not always affect presence. Our results suggest that it is possible to provide extrinsic feedback in a serious game without detracting from the immersive power of the game itself.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Serious games are generally designed with two goals in mind: promoting learning and creating compelling and engaging experiences (sometimes termed a sense of presence). Presence itself is believed to promote learning, but serious games often attempt to further increase pedagogical value. One way to do so is to use an intelligent tutoring system (ITS) to provide feedback during gameplay. Some researchers have expressed concern that, because feedback from an ITS is often extrinsic (i.e., it operates outside of the primary game mechanic), attending to it disrupts players’ sense of presence. As a result, learning may be unintentionally hindered by an ITS. However, the most beneficial conditions of instruction are often counterintuitive; in this paper, we challenge the assumption that feedback during learning hinders sense of presence. Across three experiments, we examined how an ITS that provided extrinsic feedback during a serious game affected presence. Across different modalities and conditions, we found that feedback and other ITS features do not always affect presence. Our results suggest that it is possible to provide extrinsic feedback in a serious game without detracting from the immersive power of the game itself.
50.
Lane, H. Chad; Cahill, Clara; Foutz, Susan; Auerbach, Daniel; Noren, Dan; Lussenhop, Catherine; Swartout, William
The Effects of a Pedagogical Agent for Informal Science Education on Learner Behaviors and Self-efficacy Proceedings Article
In: Artificial Intelligence in Education, pp. 309–318, Memphis, TN, 2013, ISBN: 978-3-642-39111-8.
@inproceedings{lane_effects_2013,
title = {The Effects of a Pedagogical Agent for Informal Science Education on Learner Behaviors and Self-efficacy},
author = {H. Chad Lane and Clara Cahill and Susan Foutz and Daniel Auerbach and Dan Noren and Catherine Lussenhop and William Swartout},
url = {http://ict.usc.edu/pubs/The%20Effects%20of%20a%20Pedagogical%20Agent%20for%20Informal%20Science%20Education%20on%20Learner%20Behaviors%20and%20Self-efficacy.pdf},
doi = {10.1007/978-3-642-39112-5_32},
isbn = {978-3-642-39111-8},
year = {2013},
date = {2013-07-01},
booktitle = {Artificial Intelligence in Education},
volume = {7926},
pages = {309–318},
address = {Memphis, TN},
series = {Lecture Notes on Computer Science},
abstract = {We describe Coach Mike, an animated pedagogical agent for informal computer science education, and report findings from two experiments that provide initial evidence for the efficacy of the system. In the first study, we found that Coach Mike’s presence led to 20% longer holding times, increased acceptance of programming challenges, and reduced misuse of the exhibit, but had limited cumulative impact on attitudes, awareness, and knowledge beyond what the host exhibit already achieved. In the second study, we compared two different versions of Coach Mike and found that the use of enthusiasm and selfregulatory feedback led to greater self-efficacy for programming.⬚},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
We describe Coach Mike, an animated pedagogical agent for informal computer science education, and report findings from two experiments that provide initial evidence for the efficacy of the system. In the first study, we found that Coach Mike’s presence led to 20% longer holding times, increased acceptance of programming challenges, and reduced misuse of the exhibit, but had limited cumulative impact on attitudes, awareness, and knowledge beyond what the host exhibit already achieved. In the second study, we compared two different versions of Coach Mike and found that the use of enthusiasm and selfregulatory feedback led to greater self-efficacy for programming.⬚
51.
Woolf, Beverly Park; Lane, H. Chad; Chaudhri, Vinay K.; Kolodner, Janet L.
AI Grand Challenges for Education Journal Article
In: AI magazine; Special issue on Intelligent Learning Technologies, 2013.
@article{woolf_ai_2013,
title = {AI Grand Challenges for Education},
author = {Beverly Park Woolf and H. Chad Lane and Vinay K. Chaudhri and Janet L. Kolodner},
url = {http://ict.usc.edu/pubs/AI%20Grand%20Challenges%20for%20Education.pdf},
doi = {10.1609/aimag.v34i4.2490},
year = {2013},
date = {2013-06-01},
journal = {AI magazine; Special issue on Intelligent Learning Technologies},
abstract = {This article focuses on contributions that AI can make to address long-term educational goals. It describes five challenges that would support: (1) mentors for every learner; (2) learning twenty-first century skills; (3) interaction data to support learning; (4) universal access to global classrooms; and (5) lifelong and life-wide learning. A vision and brief research agenda are described for each challenge along with goals that lead to access to global educational resources and the reuse and sharing of digital educational resources. Instructional systems with AI technology are described that currently support richer experiences for learners and supply researchers with new opportunities to analyze vast data sets of instructional behavior from big databases, containing elements of learning, affect, motivation, and social interaction. Personalized learning is described using computational tools that enhance student and group experience, reflection, and analysis, and supply data for development of novel theory development.},
keywords = {},
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}
This article focuses on contributions that AI can make to address long-term educational goals. It describes five challenges that would support: (1) mentors for every learner; (2) learning twenty-first century skills; (3) interaction data to support learning; (4) universal access to global classrooms; and (5) lifelong and life-wide learning. A vision and brief research agenda are described for each challenge along with goals that lead to access to global educational resources and the reuse and sharing of digital educational resources. Instructional systems with AI technology are described that currently support richer experiences for learners and supply researchers with new opportunities to analyze vast data sets of instructional behavior from big databases, containing elements of learning, affect, motivation, and social interaction. Personalized learning is described using computational tools that enhance student and group experience, reflection, and analysis, and supply data for development of novel theory development.
52.
Hays, Matthew Jensen; Kornell, Nate; Bjork, Robert A.
When and Why a Failed Test Potentiates the Effectiveness of Subsequent Study Journal Article
In: Journal of Experimental Psychology: Learning, Memory, and Cognition, vol. 39, no. 1, pp. 290–296, 2013.
@article{hays_when_2013,
title = {When and Why a Failed Test Potentiates the Effectiveness of Subsequent Study},
author = {Matthew Jensen Hays and Nate Kornell and Robert A. Bjork},
url = {http://ict.usc.edu/pubs/When%20and%20Why%20a%20Failed%20Test%20Potentiates%20the%20Effectiveness%20of%20Subsequent%20Study.pdf},
year = {2013},
date = {2013-01-01},
journal = {Journal of Experimental Psychology: Learning, Memory, and Cognition},
volume = {39},
number = {1},
pages = {290–296},
abstract = {Teachers and trainers often try to prevent learners from making errors, but recent findings (e.g., Kornell, Hays, & Bjork, 2009) have demonstrated that tests can potentiate subsequent learning even when the correct answer is difficult or impossible to generate (e.g., “What is Nate Kornell’s middle name?”). In three experiments, we explored when and why a failed test enhances learning. We found that failed tests followed by immediate feedback produced greater retention than did a presentation-only condition. Failed tests followed by delayed feedback, by contrast, did not produce such a benefit—except when the direction of the final test was reversed (i.e., the participants were provided with the target and had to produce the original cue). Our findings suggest that generating an incorrect response to a cue both activates the semantic network associated with the cue and suppresses the correct response. These processes appear to have two consequences: If feedback is presented immediately, the semantic activation enhances the mapping of the cue to the correct response; if feedback is presented at a delay, the prior suppression boosts the learning of the suppressed response.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Teachers and trainers often try to prevent learners from making errors, but recent findings (e.g., Kornell, Hays, & Bjork, 2009) have demonstrated that tests can potentiate subsequent learning even when the correct answer is difficult or impossible to generate (e.g., “What is Nate Kornell’s middle name?”). In three experiments, we explored when and why a failed test enhances learning. We found that failed tests followed by immediate feedback produced greater retention than did a presentation-only condition. Failed tests followed by delayed feedback, by contrast, did not produce such a benefit—except when the direction of the final test was reversed (i.e., the participants were provided with the target and had to produce the original cue). Our findings suggest that generating an incorrect response to a cue both activates the semantic network associated with the cue and suppresses the correct response. These processes appear to have two consequences: If feedback is presented immediately, the semantic activation enhances the mapping of the cue to the correct response; if feedback is presented at a delay, the prior suppression boosts the learning of the suppressed response.
53.
Swartout, William; Artstein, Ron; Forbell, Eric; Foutz, Susan; Lane, H. Chad; Lange, Belinda; Morie, Jacquelyn; Noren, Dan; Rizzo, Albert; Traum, David
Virtual Humans for Learning Journal Article
In: AI magazine; Special issue on Intelligent Learning Technologies, vol. 34, no. 4, pp. 13–30, 2013.
@article{swartout_virtual_2013,
title = {Virtual Humans for Learning},
author = {William Swartout and Ron Artstein and Eric Forbell and Susan Foutz and H. Chad Lane and Belinda Lange and Jacquelyn Morie and Dan Noren and Albert Rizzo and David Traum},
url = {http://www.aaai.org/ojs/index.php/aimagazine/article/view/2487},
doi = {10.1609/aimag.v34i4.2487},
year = {2013},
date = {2013-01-01},
journal = {AI magazine; Special issue on Intelligent Learning Technologies},
volume = {34},
number = {4},
pages = {13–30},
abstract = {Virtual humans are computer-generated characters designed to look and behave like real people. Studies have shown that virtual humans can mimic many of the social effects that one finds in human-human interactions such as creating rapport, and people respond to virtual humans in ways that are similar to how they respond to real people. We believe that virtual humans represent a new metaphor for interacting with computers, one in which working with a computer becomes much like interacting with a person and this can bring social elements to the interaction that are not easily supported with conventional interfaces. We present two systems that embody these ideas. The first, the Twins are virtual docents in the Museum of Science, Boston, designed to engage visitors and raise their awareness and knowledge of science. The second SimCoach, uses an empathetic virtual human to provide veterans and their families with information about PTSD and depression.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Virtual humans are computer-generated characters designed to look and behave like real people. Studies have shown that virtual humans can mimic many of the social effects that one finds in human-human interactions such as creating rapport, and people respond to virtual humans in ways that are similar to how they respond to real people. We believe that virtual humans represent a new metaphor for interacting with computers, one in which working with a computer becomes much like interacting with a person and this can bring social elements to the interaction that are not easily supported with conventional interfaces. We present two systems that embody these ideas. The first, the Twins are virtual docents in the Museum of Science, Boston, designed to engage visitors and raise their awareness and knowledge of science. The second SimCoach, uses an empathetic virtual human to provide veterans and their families with information about PTSD and depression.
54.
Hays, Matthew; Campbell, Julia; Trimmer, Matthew; Poore, Joshua; Webb, Andrea; Stark, Charles; King, Teresa
Can Role-Play with Virtual Humans Teach Interpersonal Skills? Proceedings Article
In: Interservice/Industry Training, Simulation and Education Conference (I/ITSEC), Orlando, FL, 2012.
@inproceedings{hays_can_2012,
title = {Can Role-Play with Virtual Humans Teach Interpersonal Skills?},
author = {Matthew Hays and Julia Campbell and Matthew Trimmer and Joshua Poore and Andrea Webb and Charles Stark and Teresa King},
url = {http://ict.usc.edu/pubs/Can%20Role-Play%20with%20Virtual%20Humans%20Teach%20Interpersonal%20Skills.pdf},
year = {2012},
date = {2012-12-01},
booktitle = {Interservice/Industry Training, Simulation and Education Conference (I/ITSEC)},
address = {Orlando, FL},
abstract = {Interpersonal and counseling skills are essential to Officers’ ability to lead (Headquarters, Department of the Army, 2006, 2008, 2011). We developed a cognitive framework and an immersive training experience—the Immersive Naval Officer Training System (INOTS)—to help Officers learn and practice these skills (Campbell et al., 2011). INOTS includes up-front instruction about the framework, vignette-based demonstrations of its application, a roleplay session with a virtual human to practice the skills, and a guided after-action review (AAR). A critical component of any training effort is the assessment process; we conducted both formative and summative assessments of INOTS. Our formative assessments comprised surveys as well as physiological sensor equipment. Data from these instruments were used to evaluate how engaging the virtual-human based practice session was. We compared these data to a gold standard: a practice session with a live human role-player. We found that the trainees took the virtual-human practice session seriously—and that interacting with the virtual human was just as engaging as was interacting with the live human role-player. Our summative assessments comprised surveys as well as behavioral measures. We used these data to evaluate learning produced by the INOTS experience. In a pretestposttest design, we found reliable gains in the participants' understanding of and ability to apply interpersonal skills, although the limited practice with the virtual human did not provide additional immediate benefits. This paper details the development of our assessment approaches, the experimental procedures that yielded the data, and our results. We also discuss the implications of our efforts for the future design of assessments and training systems.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Interpersonal and counseling skills are essential to Officers’ ability to lead (Headquarters, Department of the Army, 2006, 2008, 2011). We developed a cognitive framework and an immersive training experience—the Immersive Naval Officer Training System (INOTS)—to help Officers learn and practice these skills (Campbell et al., 2011). INOTS includes up-front instruction about the framework, vignette-based demonstrations of its application, a roleplay session with a virtual human to practice the skills, and a guided after-action review (AAR). A critical component of any training effort is the assessment process; we conducted both formative and summative assessments of INOTS. Our formative assessments comprised surveys as well as physiological sensor equipment. Data from these instruments were used to evaluate how engaging the virtual-human based practice session was. We compared these data to a gold standard: a practice session with a live human role-player. We found that the trainees took the virtual-human practice session seriously—and that interacting with the virtual human was just as engaging as was interacting with the live human role-player. Our summative assessments comprised surveys as well as behavioral measures. We used these data to evaluate learning produced by the INOTS experience. In a pretestposttest design, we found reliable gains in the participants' understanding of and ability to apply interpersonal skills, although the limited practice with the virtual human did not provide additional immediate benefits. This paper details the development of our assessment approaches, the experimental procedures that yielded the data, and our results. We also discuss the implications of our efforts for the future design of assessments and training systems.
55.
Roque, Antonio; Jan, Dusan; Core, Mark; Traum, David
Using virtual tour behavior to build dialogue models for training review Proceedings Article
In: Proceedings of the 11th International conference on Intelligent Virtual Agents (IVA 2011), ReykjavÃk, Iceland, 2011.
@inproceedings{roque_using_2011,
title = {Using virtual tour behavior to build dialogue models for training review},
author = {Antonio Roque and Dusan Jan and Mark Core and David Traum},
url = {http://ict.usc.edu/pubs/Using%20virtual%20tour%20behavior%20to%20build%20dialogue%20models%20for%20training%20review.pdf},
year = {2011},
date = {2011-09-01},
booktitle = {Proceedings of the 11th International conference on Intelligent Virtual Agents (IVA 2011)},
address = {ReykjavÃk, Iceland},
abstract = {We develop an intelligent agent that builds a user model of a learner during a tour of a virtual world. The user model is based on the learner's answers to questions during the tour. A dialogue model for a simulated instructor is tailored to the individual learner based upon this user model. We describe an evaluation to track system accuracy and user perceptions.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
We develop an intelligent agent that builds a user model of a learner during a tour of a virtual world. The user model is based on the learner's answers to questions during the tour. A dialogue model for a simulated instructor is tailored to the individual learner based upon this user model. We describe an evaluation to track system accuracy and user perceptions.
56.
Finley, Jason R.; Benjamin, Aaron S.; Hays, Matthew; Bjork, Robert A.; Kornell, Nate
Benefits of accumulating versus diminishing cues in recall Journal Article
In: Journal of Memory and Language, vol. 64, pp. 289–298, 2011.
@article{finley_benefits_2011,
title = {Benefits of accumulating versus diminishing cues in recall},
author = {Jason R. Finley and Aaron S. Benjamin and Matthew Hays and Robert A. Bjork and Nate Kornell},
url = {http://ict.usc.edu/pubs/Benefits%20of%20accumulating%20versus%20diminishing%20cues%20in%20recall.pdf},
doi = {:10.1016/j.jml.2011.01.00},
year = {2011},
date = {2011-03-01},
journal = {Journal of Memory and Language},
volume = {64},
pages = {289–298},
abstract = {Optimizing learning over multiple retrieval opportunities requires a joint consideration of both the probability and the mnemonic value of a successful retrieval. Previous research has addressed this trade-off by manipulating the schedule of practice trials, suggesting that a pattern of increasingly long lags–"expanding retrieval practice"–may keep retrievals successful while gradually increasing their mnemonic value (Landauer & Bjork, 1978). Here we explore the trade-off issue further using an analogous manipulation of cue informativeness. After being given an initial presentation of English-Iñupiaq word pairs, participants received practice trials across which letters of the target word were either accumulated (AC), diminished (DC), or always fully present. Diminishing cues yielded the highest performance on a final test of cued recall. Additional analyses suggest that AC practice promotes potent (effortful) retrieval at the cost of success, and DC practice promotes successful retrieval at the cost of potency. Experiment 2 revealed that the negative effects of AC practice can be partly ameliorated by providing feedback after each practice trial.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
Optimizing learning over multiple retrieval opportunities requires a joint consideration of both the probability and the mnemonic value of a successful retrieval. Previous research has addressed this trade-off by manipulating the schedule of practice trials, suggesting that a pattern of increasingly long lags–"expanding retrieval practice"–may keep retrievals successful while gradually increasing their mnemonic value (Landauer & Bjork, 1978). Here we explore the trade-off issue further using an analogous manipulation of cue informativeness. After being given an initial presentation of English-Iñupiaq word pairs, participants received practice trials across which letters of the target word were either accumulated (AC), diminished (DC), or always fully present. Diminishing cues yielded the highest performance on a final test of cued recall. Additional analyses suggest that AC practice promotes potent (effortful) retrieval at the cost of success, and DC practice promotes successful retrieval at the cost of potency. Experiment 2 revealed that the negative effects of AC practice can be partly ameliorated by providing feedback after each practice trial.
57.
Campbell, Julia; Core, Mark; Artstein, Ron; Armstrong, Lindsay; Hartholt, Arno; Wilson, Cyrus A.; Georgila, Kallirroi; Morbini, Fabrizio; Haynes, Kip; Gomboc, Dave; Birch, Mike; Bobrow, Jonathan; Lane, H. Chad; Gerten, Jillian; Leuski, Anton; Traum, David; Trimmer, Matthew; DiNinni, Rich; Bosack, Matthew; Jones, Timothy; Clark, Richard E.; Yates, Kenneth A.
Developing INOTS to Support Interpersonal Skills Practice Proceedings Article
In: IEEE Aerospace Conference, 2011.
@inproceedings{campbell_developing_2011,
title = {Developing INOTS to Support Interpersonal Skills Practice},
author = {Julia Campbell and Mark Core and Ron Artstein and Lindsay Armstrong and Arno Hartholt and Cyrus A. Wilson and Kallirroi Georgila and Fabrizio Morbini and Kip Haynes and Dave Gomboc and Mike Birch and Jonathan Bobrow and H. Chad Lane and Jillian Gerten and Anton Leuski and David Traum and Matthew Trimmer and Rich DiNinni and Matthew Bosack and Timothy Jones and Richard E. Clark and Kenneth A. Yates},
url = {http://ict.usc.edu/pubs/Developing%20INOTS%20to%20Support%20Interpersonal%20Skills%20Practice.pdf},
year = {2011},
date = {2011-03-01},
booktitle = {IEEE Aerospace Conference},
abstract = {The Immersive Naval Officer Training System (INOTS) is a blended learning environment that merges traditional classroom instruction with a mixed reality training setting. INOTS supports the instruction, practice and assessment of interpersonal communication skills. The goal of INOTS is to provide a consistent training experience to supplement interpersonal skills instruction for Naval officer candidates without sacrificing trainee throughput and instructor control. We developed an instructional design from cognitive task analysis interviews with experts to serve as a framework for system development. We also leveraged commercial student response technology and research technologies including natural language recognition, virtual humans, realistic graphics, intelligent tutoring and automated instructor support tools. In this paper, we describe our methodologies for developing a blended learning environment, and our challenges adding mixed reality and virtual human technologies to a traditional classroom to support interpersonal skills training.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
The Immersive Naval Officer Training System (INOTS) is a blended learning environment that merges traditional classroom instruction with a mixed reality training setting. INOTS supports the instruction, practice and assessment of interpersonal communication skills. The goal of INOTS is to provide a consistent training experience to supplement interpersonal skills instruction for Naval officer candidates without sacrificing trainee throughput and instructor control. We developed an instructional design from cognitive task analysis interviews with experts to serve as a framework for system development. We also leveraged commercial student response technology and research technologies including natural language recognition, virtual humans, realistic graphics, intelligent tutoring and automated instructor support tools. In this paper, we describe our methodologies for developing a blended learning environment, and our challenges adding mixed reality and virtual human technologies to a traditional classroom to support interpersonal skills training.
58.
Buckwalter, John Galen; Rizzo, Albert; John, Bruce Sheffield; Finlay, Lisa; Wong, Andrew; Chin, Ester; Wellman, John; Smolinski, Stephanie
Analyzing the Impact of Stress: A Comparison Between a Factor Analytic and a Composite Measurement of Allostatic Load Proceedings Article
In: Interservice/Industry Training, Simulation and Education Conference (I/ITSEC), Orlando, FL, 2011.
@inproceedings{buckwalter_analyzing_2011,
title = {Analyzing the Impact of Stress: A Comparison Between a Factor Analytic and a Composite Measurement of Allostatic Load},
author = {John Galen Buckwalter and Albert Rizzo and Bruce Sheffield John and Lisa Finlay and Andrew Wong and Ester Chin and John Wellman and Stephanie Smolinski},
url = {http://ict.usc.edu/pubs/Analyzing%20the%20Impact%20of%20Stress-%20A%20Comparison%20Between%20a%20Factor%20Analytic%20and%20a%20Composite%20Measurement%20of%20Allostatic%20Load.pdf},
year = {2011},
date = {2011-01-01},
booktitle = {Interservice/Industry Training, Simulation and Education Conference (I/ITSEC)},
address = {Orlando, FL},
abstract = {Stress is possibly the hallmark characteristic of the current conflicts confronting the United States. Extended and repeated deployments require the ability on the part of war-fighters to effectively process stress in ways never before routinely encountered. Stress is well defined as a series of psychological and physiological processes that occur in response to a stressor, or the perception of stress. The physiological response to stress follows an identified path, a robust neuroendocrine response leads to responses in the cardiovascular, metabolic, renal, inflammatory and immune systems. After a stress response, the body's natural tendency is to return to a steady state, a process called allostasis. If the body is not effective in returning to homeostasis, or if the environment is such that stress is repeated, markers of dysfunction may be apparent in the physiological systems that respond to stress. A method of measuring multiple biomarkers of stress responsive systems and determining who shows consistent evidence of dysfunction was developed by Bruce McEwen and labeled allostatic load (AL). AL is most frequently measured by developing a level of risk for each biomarker and obtaining an AL score for the number of biomarkers the criterion for risk is met. This provides a single, equal-weighted measure of AL and does not allow for the identification of multi-systems. We employed a principal component factor analysis on a set of biomarkers and scored each factor using unit weighting. We compared the predictive power of 7 obliquely rotated factors to that of a composite AL marker. The set of factors predicted more of the variance in measures of depression, anxiety, and medical outcomes, it also provided evidence of the systems most involved in the development of pathology. The results confirm that AL is best analyzed as a multi-system construct. Not only does this predict more variance, it also provides suggestions as to the mechanisms underlying stress related disorders.},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
Stress is possibly the hallmark characteristic of the current conflicts confronting the United States. Extended and repeated deployments require the ability on the part of war-fighters to effectively process stress in ways never before routinely encountered. Stress is well defined as a series of psychological and physiological processes that occur in response to a stressor, or the perception of stress. The physiological response to stress follows an identified path, a robust neuroendocrine response leads to responses in the cardiovascular, metabolic, renal, inflammatory and immune systems. After a stress response, the body's natural tendency is to return to a steady state, a process called allostasis. If the body is not effective in returning to homeostasis, or if the environment is such that stress is repeated, markers of dysfunction may be apparent in the physiological systems that respond to stress. A method of measuring multiple biomarkers of stress responsive systems and determining who shows consistent evidence of dysfunction was developed by Bruce McEwen and labeled allostatic load (AL). AL is most frequently measured by developing a level of risk for each biomarker and obtaining an AL score for the number of biomarkers the criterion for risk is met. This provides a single, equal-weighted measure of AL and does not allow for the identification of multi-systems. We employed a principal component factor analysis on a set of biomarkers and scored each factor using unit weighting. We compared the predictive power of 7 obliquely rotated factors to that of a composite AL marker. The set of factors predicted more of the variance in measures of depression, anxiety, and medical outcomes, it also provided evidence of the systems most involved in the development of pathology. The results confirm that AL is best analyzed as a multi-system construct. Not only does this predict more variance, it also provides suggestions as to the mechanisms underlying stress related disorders.
59.
Swartout, William; Traum, David; Artstein, Ron; Noren, Dan; Debevec, Paul; Bronnenkant, Kerry; Williams, Josh; Leuski, Anton; Narayanan, Shrikanth; Piepol, Diane; Lane, H. Chad; Morie, Jacquelyn; Aggarwal, Priti; Liewer, Matt; Chiang, Jen-Yuan; Gerten, Jillian; Chu, Selina; White, Kyle
Virtual Museum Guides Demonstration Proceedings Article
In: IEEE Workshop on Spoken Language Technology, Berkeley, CA, 2010.
@inproceedings{swartout_virtual_2010,
title = {Virtual Museum Guides Demonstration},
author = {William Swartout and David Traum and Ron Artstein and Dan Noren and Paul Debevec and Kerry Bronnenkant and Josh Williams and Anton Leuski and Shrikanth Narayanan and Diane Piepol and H. Chad Lane and Jacquelyn Morie and Priti Aggarwal and Matt Liewer and Jen-Yuan Chiang and Jillian Gerten and Selina Chu and Kyle White},
url = {http://ict.usc.edu/pubs/Virtual%20Museum%20Guides%20Demonstration.pdf},
year = {2010},
date = {2010-12-01},
booktitle = {IEEE Workshop on Spoken Language Technology},
address = {Berkeley, CA},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
60.
Swartout, William; Traum, David; Artstein, Ron; Noren, Dan; Debevec, Paul; Bronnenkant, Kerry; Williams, Josh; Leuski, Anton; Narayanan, Shrikanth; Piepol, Diane; Lane, H. Chad; Morie, Jacquelyn; Aggarwal, Priti; Liewer, Matt; Chiang, Jen-Yuan; Gerten, Jillian; Chu, Selina; White, Kyle
Ada and Grace: Toward Realistic and Engaging Virtual Museum Guides Proceedings Article
In: Proceedings of the 10th International Conference on Intelligent Virtual Agents (IVA 2010), Philadelphia, PA, 2010.
@inproceedings{swartout_ada_2010,
title = {Ada and Grace: Toward Realistic and Engaging Virtual Museum Guides},
author = {William Swartout and David Traum and Ron Artstein and Dan Noren and Paul Debevec and Kerry Bronnenkant and Josh Williams and Anton Leuski and Shrikanth Narayanan and Diane Piepol and H. Chad Lane and Jacquelyn Morie and Priti Aggarwal and Matt Liewer and Jen-Yuan Chiang and Jillian Gerten and Selina Chu and Kyle White},
url = {http://ict.usc.edu/pubs/ada%20and%20grace.pdf},
year = {2010},
date = {2010-09-01},
booktitle = {Proceedings of the 10th International Conference on Intelligent Virtual Agents (IVA 2010)},
address = {Philadelphia, PA},
abstract = {To increase the interest and engagement of middle school students in science and technology, the InterFaces project has created virtual museum guides that are in use at the Museum of Science, Boston. The characters use natural language interaction and have near photoreal appearance to increase and presents reports from museum staff on visitor reaction},
keywords = {},
pubstate = {published},
tppubtype = {inproceedings}
}
To increase the interest and engagement of middle school students in science and technology, the InterFaces project has created virtual museum guides that are in use at the Museum of Science, Boston. The characters use natural language interaction and have near photoreal appearance to increase and presents reports from museum staff on visitor reaction
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