Developing Interactive Embodied Characters Using the Thalamus Framework: A Collaborative Approach

Ribeiro, Tiago; Tullio, Eugenio Di; Corrigan, Lee J.; Jones, Aidan; Papadopoulos, Fotios; Aylett, Ruth; Castellano, Ginevra; Paiva, Ana

doi:10.1007/978-3-319-09767-1_48

Cited by 9 publications

(2 citation statements)

References 7 publications

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“…For this to be possible, the FAtiMA Emotional Agent Architecture [16] was used, integrated with Thalamus Framework [40] which in turn, connected to the game (Unity3D) and the Emys robot [25]. The FAtiMA would update its own internal state of the game and consequently the robot's emotional state towards the game actions.…”

Section: Robots That Share Their Emotionsmentioning

confidence: 99%

Towards more humane machines

Paiva¹,

Mascarenhas²,

Petisca³

et al. 2018

New Interdisciplinary Landscapes in Morality and Emotion

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Section: Robots That Share Their Emotionsmentioning

confidence: 99%

Towards more humane machines

Paiva¹,

Mascarenhas²,

Petisca³

et al. 2018

New Interdisciplinary Landscapes in Morality and Emotion

Self Cite

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“…A server application, named "CoWriterServer", was also used to manage communications between the tablets in order to visualize and store the drawings of letters and words performed by children during the experiment in realtime. The Nao robot and the WoZ interface application were connected through the high-level integration framework Thalamus [23,24], which was responsible to accommodating social robots and possibily to including virtual components such as multimedia applications.…”

Section: Platformmentioning

confidence: 99%

Children's peer assessment and self-disclosure in the presence of an educational robot

Chandra

Alves‐Oliveira

Lemaignan

et al. 2016

2016 25th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN)

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Research in education has long established how children mutually influence and support each other's learning trajectories, eventually leading to the development and widespread use of learning methods based on peer activities. In order to explore children's learning behavior in the presence of a robotic facilitator during a collaborative writing activity, we investigated how they assess their peers in two specific group learning situations: peer-tutoring and peer-learning. Our scenario comprises of a pair of children performing a collaborative activity involving the act of writing a word/letter on a tactile tablet. In the peer-tutoring condition, one child acts as the teacher and the other as the learner, while in the peer-learning condition, both children are learners without the attribution of any specific role. Our experiment includes 40 children in total (between 6 and 8 years old) over the two conditions, each time in the presence of a robot facilitator. Our results suggest that the peer-tutoring situation leads to significantly more corrective feedback being provided, as well as the children more disposed to self-disclosure to the robot.

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