Hooked! – Evaluating Engagement as Continuation Desire in Interactive Narratives

Schoenau-Fog, Henrik

doi:10.1007/978-3-642-25289-1_24

Cited by 44 publications

(21 citation statements)

References 11 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Embodied conversational agents are structured using a foundation of human-human conversation, creating agents that appear on a screen and interact with a human user (Cassell, 2000). Interactive narratives, where users can influence the storyline through actions and interact with the characters, result in engaging experiences (Schoenau-Fog, 2011) and increase a user's desire to keep interacting with the system (Kelleher et al, 2007;Hoffman et al, 2008). FearNot is a virtual simulation with different bullying episodes where a child can take an active role in the story by advising the victim on possible coping strategies to handle the bullying situation.…”

Section: Robots As Educational Toolsmentioning

confidence: 99%

Narratives with Robots: The Impact of Interaction Context and Individual Differences on Story Recall and Emotional Understanding

Leite

McCoy²,

Lohani

et al. 2017

Front. Robot. AI

View full text Add to dashboard Cite

Role-play scenarios have been considered a successful learning space for children to develop their social and emotional abilities. In this paper, we investigate whether socially assistive robots in role-playing settings are as effective with small groups of children as they are with a single child and whether individual factors such as gender, grade level (first vs. second), perception of the robots (peer vs. adult), and empathy level (low vs. high) play a role in these two interaction contexts. We conducted a three-week repeated exposure experiment where 40 children interacted with socially assistive robotic characters that acted out interactive stories around words that contribute to expanding children's emotional vocabulary. Our results showed that although participants who interacted alone with the robots recalled the stories better than participants in the group condition, no significant differences were found in children's emotional interpretation of the narratives. With regard to individual differences, we found that a single child setting appeared more appropriate to first graders than a group setting, empathy level is an important predictor for emotional understanding of the narratives, and children's performance varies depending on their perception of the robots (peer vs. adult) in the two conditions.

show abstract

Section: Robots As Educational Toolsmentioning

confidence: 99%

Narratives with Robots: The Impact of Interaction Context and Individual Differences on Story Recall and Emotional Understanding

Leite

McCoy²,

Lohani

et al. 2017

Front. Robot. AI

View full text Add to dashboard Cite

show abstract

“…Embodied conversational agents are structured using a foundation of human-human conversation, creating agents that appear on a screen and interact with a human user [7]. Interactive narratives, where users can influence the storyline through actions and interact with the characters, result in engaging experiences [31] and increase a user's desire to keep interacting with the system [12,14]. FearNot is a virtual simulation with different bullying episodes where a child can take an active role in the story by advising the victim on possible coping strategies to handle the bullying situation.…”

Section: Related Workmentioning

confidence: 99%

Emotional Storytelling in the Classroom

Leite

McCoy

Lohani

et al. 2015

Proceedings of the Tenth Annual ACM/IEEE International Conference on Human-Robot Interaction

View full text Add to dashboard Cite

Robot assistive technology is becoming increasingly prevalent. Despite the growing body of research in this area, the role of type of interaction (i.e., small groups versus individual interactions) on effectiveness of interventions is still unclear. In this paper, we explore a new direction for socially assistive robotics, where multiple robotic characters interact with children in an interactive storytelling scenario. We conducted a between-subjects repeated interaction study where a single child or a group of three children interacted with the robots in an interactive narrative scenario. Results show that although the individual condition increased participant's story recall abilities compared to the group condition, the emotional interpretation of the story content seemed more dependent on the difficulty level rather than the study condition. Our findings suggest that, despite the type of interaction, interactive narratives with multiple robots are a promising approach to foster children's development of social-related skills. Keywords socially assistive robotics; child-robot interaction; emotional intelligence; interactive storytelling; type of interaction.

show abstract

“…Furthermore, some theoretical video game studies observed that emotion can be considered as a component of engagement [8,9]. On the other hand, Natkin [10] defined engagement in video games as a feeling of responsibility and Shoenau-fog [11] came to the conclusion that engagement can be conceived as a desire to pursue the game. Engaging the user in his/her experience of the product should be, among others, facilitative of cognitive efforts associated with serious aspects which might be presented in the product [12].…”

Section: Introductionmentioning

confidence: 99%

Could the Player’s Engagement in a Video Game Increase His/Her Interest in Science?

Natkin

Soriano

Erjavec

et al. 2013

Lecture Notes in Computer Science

View full text Add to dashboard Cite

Abstract:Our work is to analyze how the practice of chosen video games may influence the player's interest. A set of video games was selected by a group of experts according to their qualities as games and their relations with scientific knowledge. A focus test experiment has been set up to evaluate the correlation between teenagers engagement and their interest in scientific domains. The analysis of the results shows that the desire to pursue the game and the sentiment of responsibility has, respectively, a direct and an indirect influence on the player's scientific interest. Considering that interest is known to be an important motivational factor in learning, these results have important implications for the serious games design.

show abstract

Hooked! – Evaluating Engagement as Continuation Desire in Interactive Narratives

Cited by 44 publications

References 11 publications

Narratives with Robots: The Impact of Interaction Context and Individual Differences on Story Recall and Emotional Understanding

Narratives with Robots: The Impact of Interaction Context and Individual Differences on Story Recall and Emotional Understanding

Emotional Storytelling in the Classroom

Could the Player’s Engagement in a Video Game Increase His/Her Interest in Science?

Contact Info

Product

Resources

About