Johnson, W.L., Stiles, R., and Munro, A. Integrating Pedagogical Agents into Virtual Environments. Presence 7, 6, 1998, 523-546.  Home/Search   Document Details and Download   Summary   Related Articles   Check

....via a secondary device, e.g. mouse or keyboard, cf. 4] 8] 3. Autonomous: The virtual human is assumed to have an internal state that depends on its goals and sensor information from the environment. The controlling user modifies this state, e.g. re defines goals and starts tasks, cf. 10][11]. Our work is concerned with a control mechanism that lies somewhere between the user guided and the autonomous approach. This enables us to use high level visualization metaphors and provide an intuitive interface, while at the same time taking into account the potential and richness of ....

Johnson, W.L., Rickel, J., Stiles, R., & Munro, A.: Integrating Pedagogical Agents into Virtual Environments. In Int. J. Presence, 7(6). MIT Press (1998)

.... continually monitors the state of the world, keeping track of whether task goals are satisfied (both end goals and intermediate goals) Using this information, Steve uses a method analogous to partial order planning [18] to keep track of which steps of the task are still relevant to completing it [15, 7]. This approach to plan execution is efficient, and it forces Steve to follow standard procedures as much as possible, yet it still allows Steve to adapt the plan to unexpected events: Steve naturally re executes parts of the plan that get unexpectedly undone, and he naturally skips over parts of ....

....physical representations for Steve, we designed him as two cooperating modules. The cognitive module, implemented in Soar [8, 13] handles the normal duties of an intelligent tutoring system, and it outputs motor commands (e.g. press a button or look at an object) to a sensorimotor module [15, 7]. The sensorimotor module translates these motor commands into lower level graphical commands to move Steve s body and, if necessary, commands to the simulator to affect the virtual world (e.g. simulate the button and its effects) Currently, we are experimenting with two physical representations ....

W. Lewis Johnson, Jeff Rickel, Randy Stiles, and Allen Munro. Integrating pedagogical agents into virtual environments. Presence. Forthcoming.

....using their RIDES [15] simulation authoring software. The graphics for the simulation environment were developed by Lockheed Martin using their Vista Viewer software [30] Diligent, RIDES, and Vista run as separate processes that communicate by passing messages via a central message dispatcher [9]; our current implementation uses Sun s ToolTalk as the message dispatcher. We evaluated Diligent to determine whether it simplifies the job of authoring procedural knowledge. Since Diligent employs two techniques to assist instructors, namely demonstrations and experiments, we evaluated their ....

W. L. Johnson, J. Rickel, R. Stiles, and A. Munro. Integrating pedagogical agents into virtual environments. Presence: Teleoperators and Virtual Environments, 7(6):523--546, December 1998.

....body language, and emotional expression can be modeled and exploited for instructional purposes. This paper focuses on a particular pedagogical agent developed at USC: Adele (Agent for Distance Education Light Edition) Adele shares many capabilities with our other pedagogical agent, Steve (Johnson et al. 1998, Johnson and Rickel 1998, Rickel and Johnson 1998, and Rickel and Johnson 1997) But whereas Steve was originally designed to operate in immersive virtual environments, Adele is designed to operate over the Web. This paper describes Adele s capabilities and discusses issues relating to hosting ....

....emotional expression can be modeled and exploited for instructional purposes. This paper focuses on a particular pedagogical agent developed at USC: Adele (Agent for Distance Education Light Edition) Adele shares many capabilities with our other pedagogical agent, Steve (Johnson et al. 1998, Johnson and Rickel 1998, Rickel and Johnson 1998, and Rickel and Johnson 1997) But whereas Steve was originally designed to operate in immersive virtual environments, Adele is designed to operate over the Web. This paper describes Adele s capabilities and discusses issues relating to hosting such agents in a Web based ....

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Johnson, W.L., Rickel, J., Stiles, R., and Munro, A. (1998). Integrating pedagogical agents into virtual environments. Presence 7(5), forthcoming.

....that nonverbal communication plays in taskoriented collaboration. Section 3 illustrates Steve s current capabilities through an example interaction with a student. Sections 4 and 5 briefly review our architecture for virtual worlds and Steve s architecture; details are available in earlier papers (Johnson et al. 1998; Rickel and Johnson 1999a) Finally, section 6 describes the methods that govern Steve s communicative behavior, and section 7 provides conclusions and directions for future work. 2 Roles for Nonverbal Communication While most of the previous research on task oriented dialogues has focused on ....

....agents can cohabit (fig. 4) With our colleagues from Lockheed Martin Corporation and the USC Behavioral Technologies Laboratory, we have designed and Appears in J. Cassell, J. Sullivan, and S. Prevost (eds. Embodied Conversational Agents, MIT Press, 2000. 10 implemented such an architecture (Johnson et al. 1998). For purposes of modularity and efficiency, the architecture consists of separate components running in parallel as separate processes, possibly on different machines. The components communicate by exchanging messages. Our architecture includes the following types of components. Simulator: A ....

Johnson, W. L., J. Rickel, R. Stiles, and A. Munro. 1998. Integrating pedagogical agents into virtual environments. Presence: Teleoperators and Virtual Environments 7(6):523-546.

....with gas turbine engines, a variety of consoles, and their surrounding pipes, platforms, stairs and walls. A course author can create a new environment by creating new graphical models, a simulation model, and the audio files for environmental sounds. Our architecture for creating virtual worlds (Johnson et al. 1998) allows any number of humans and agents to cohabit the virtual world. While the behavior of the world is controlled by a single simulator, each person interacts with the world through their own copy of Vista and the audio software, and each agent runs as a separate process. The separate software ....

....actions by the various team members. Steve agents can perform this task themselves as well as in concert with human team members. Several other recent systems have applied intelligent tutoring methods to team training, although none provides virtual humans like Steve. The PuppetMaster (Marsella Johnson 1998) serves as an automated assistant to a human instructor for large scale simulation based training. It monitors the activities of synthetic agents and human teams, providing highlevel interpretation and assessment to guide the instructor s interventions. It models team tasks at a coarser level ....

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Johnson, W. L.; Rickel, J.; Stiles, R.; and Munro, A. 1998. Integrating pedagogical agents into virtual environments. Presence: Teleoperators and Virtual Environments 7(6):523--546.

....the state of the virtual world, always maintaining a plan for completing his current task, and revising the plan to handle unexpected events. Our previous papers have detailed our architecture for creating virtual worlds, Steve s architecture, and his ability to work with individual students (Johnson et al. 1998; Rickel Johnson 1997a; 1997b; 1998) This paper provides a brief summary of our extensions to Steve to support team training, where students learn to perform team tasks by practicing them with other people and Steve agents. Virtual Environments for Training In collaboration with Lockheed ....

....where students learn to perform team tasks by practicing them with other people and Steve agents. Virtual Environments for Training In collaboration with Lockheed Martin and the USC Behavioral Technologies Laboratory, we have developed a toolkit called Virtual Environments for Training (VET) (Johnson et al. 1998). The VET system allows multiple students and agents to cohabit a virtual world. Students get a 3D, immersive view of the world through a head mounted display. They interact with the world using data gloves. The VET system tracks their location and field of view based on position sen sors on ....

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Johnson, W. L.; Rickel, J.; Stiles, R.; and Munro, A. 1998. Integrating pedagogical agents into virtual environments. Presence. Forthcoming.

....However, he is not limited to this domain; he can provide instruction in a new domain given only the appropriate declarative domain knowledge. We have a variety of plans for future work. As an alternative to manual entry of domain knowledge, we are extending Steve to learn from demonstrations [1, 3]. To increase Steve s ability to motivate students, we are extending him to include emotions [2] To allow him to express emotions, and to extend his range of nonverbal communication, we are giving him control over his facial expressions. We are adapting Steve s architecture for use in distance ....

....architectures, intelligent tutoring, and graphics. When combined, these technologies result in a new breed of computer tutor: a human like agent that can interact with students in a virtual world to help them learn. For more technical details on Steve, as well as a discussion on related work, see [3], 6] 7] and [8] 6 Acknowledgments This work is a collaboration among many people. We especially thank Marcus Thiebaux and Erin Shaw for creating Steve s body, Ben Moore for his work on speech recognition, Randy Stiles and his team at Lockheed Martin for their virtual reality software and ....

W.L. Johnson, J. Rickel, R. Stiles, and A. Munro. Integrating pedagogical agents into virtual environments. Presence, 1998. Forthcoming.

....answer questions, adapt domain procedures to unexpected events, and remember past actions. The remainder of the paper focuses on Steve s methods for generating multi modal communicative acts. For additional technical details on this and other aspects of Steve s capabilities, see (Rickel Johnson 1998a) For additional motivation behind this research, as well as a discussion of the related software components (e.g. the virtual reality software and the simulator) see (Johnson et al. 1998) For a description of Steve s use in team training, where multiple students and agents can practice tasks ....

....acts. For additional technical details on this and other aspects of Steve s capabilities, see (Rickel Johnson 1998a) For additional motivation behind this research, as well as a discussion of the related software components (e.g. the virtual reality software and the simulator) see (Johnson et al. 1998). For a description of Steve s use in team training, where multiple students and agents can practice tasks that require coordinated action by multiple team members, see (Rickel Johnson 1998b) Generating Multi Modal Behavior Like many other autonomous agents that deal with a real or simulated ....

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Johnson, W. L.; Rickel, J.; Stiles, R.; and Munro, A. 1998. Integrating pedagogical agents into virtual environments. Presence 7(6).

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Johnson, W.L., Stiles, R., and Munro, A. Integrating Pedagogical Agents into Virtual Environments. Presence 7, 6, 1998, 523-546.

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W. Lewis Johnson, Jeff Rickel, R. Stiles, and A. Munro. Integrating pedagogical agents into virtual environments. journal of Teleoperators and Virtual Environments, 7(6):41--47, 1999.

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W. Johnson, J. Rickel, R. Stiles, and A. Munro, Integrating pedagogical agents into virtual environments, Presence 7 (1998) 523-548.

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W. L. Johnson and J. Rickel. Integrating pedagogical agents into virtual environments. Presence, 7(6):523-- 546, December 1998.

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Johnson WL, Rickel J, Stiles R, Munro A. Integrating pedagogical agents into virtual environments. Presence. 1998;7:523-546.

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W. Lewis Johnson, Jeff Rickel, Randy Stiles, and Allen Munro. Integrating pedagogical agents into virtual environments. Presence. Forthcoming.

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