Animating 2D Digital Puppets with Limited Autonomy

Shaw, Erin; LaBore, Catherine; Chiu, Yi-Chang; Johnson, W. Lewis

doi:10.1007/978-3-540-24678-7_1

Cited by 5 publications

(6 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The intervention is sent to the agent window on the student interface. An animation engine (Shaw et al, 2004) produces the gestures and a text-to-speech synthesizer synthesizes speech from the text.…”

Section: The Wizard-of-oz Experiments Systemmentioning

confidence: 99%

The politeness effect: Pedagogical agents and learning outcomes

Wang

Johnson

Mayer

et al. 2008

International Journal of Human-Computer Studies

Self Cite

238

135

View full text Add to dashboard Cite

Section: The Wizard-of-oz Experiments Systemmentioning

confidence: 99%

The politeness effect: Pedagogical agents and learning outcomes

Wang

Johnson

Mayer

et al. 2008

International Journal of Human-Computer Studies

Self Cite

238

135

View full text Add to dashboard Cite

“…The intervention is sent to the Agent Window on the student interface. An animation engine [23] produces the gestures and a text-tospeech synthesizer synthesizes speech from the text.…”

Section: A Wizard-of-oz System For Generating and Evaluating Polite Tmentioning

confidence: 99%

Experimental evaluation of polite interaction tactics for pedagogical agents

Wang

Johnson

Rizzo

et al. 2005

Proceedings of the 10th International Conference on Intelligent User Interfaces

Self Cite

View full text Add to dashboard Cite

Recent research shows that instructors commonly use politeness strategies to achieve affective scaffolding in educational contexts. The importance of affective factors such as self-confidence and interest that contribute to learner motivation is well recognized. In this paper, we describe the results of a Wizard-of-Oz experiment to study the effect of politeness strategies on both cognitive and motivational factors. We compare the results of two different politeness strategies, direct and polite, in assisting seventeen students in a computer-based learning task. We find that politeness can affect students' motivational state and help students learn difficult concepts. The results of the experiment provide a basis for the design of a polite pedagogical agent and its tutorial intervention strategies.

show abstract

“…Animated characters are becoming increasingly popular as interface presentation agents (Shaw, LaBore, Chiu, & Johnson, 2004). Animation should be used sparingly, however, in a portal whose objective is information retrieval.…”

Section: Visual Designmentioning

confidence: 99%

“…The interface also includes "scaffolding" features that help reduce the cognitive load for young users: for example, a workplace to save and organize search results and Web page links, a means to share with other students those resources that are of interest, the opportunity to view results of previous searches, and a dictionary that can be consulted as needed (several of these ideas were proposed by individual students in our intergenerational design team but were not incorporated into the prototype). Shaw, LaBore, Chiu, and Johnson (2004) discuss the use of digital puppets that can interact with users through speech and gestures, modeling the kinds of dialog and interactions that occur during apprenticeship learning and one-to-one tutoring. These build upon the natural human tendency to interact socially with computers and can respond both to motivational and cognitive factors by increasing learner curiosity and interest and offering help.…”

Section: Interfaces For the Futurementioning

confidence: 99%

Interface Design, Web Portals, and Children

Large¹,

Beheshti²

2005

lib

View full text Add to dashboard Cite

Children seek information in order to complete school projects on a wide variety of topics, as well as to support their various leisure activities. Such information can be found in print documents, but increasingly young people are turning to the Web to meet their information needs. In order to exploit this resource, however, children must be able to search or browse digital information through the intermediation of an interface. In particular, they must use Webbased portals that in most cases have been designed for adult users. Guidelines for interface design are not hard to fi nd, but typically they also postulate adult rather than juvenile users. The authors discuss their own research work that has focused upon what young people themselves have to say about the design of portal interfaces. They conclude that specifi c interface design guidelines are required for young users rather than simply relying upon general design guidelines, and that in order to formulate such guidelines it is necessary to actively include the young people themselves in this process.

show abstract

Animating 2D Digital Puppets with Limited Autonomy

Cited by 5 publications

References 11 publications

The politeness effect: Pedagogical agents and learning outcomes

The politeness effect: Pedagogical agents and learning outcomes

Experimental evaluation of polite interaction tactics for pedagogical agents

Interface Design, Web Portals, and Children

Contact Info

Product

Resources

About