Lester, J., Converse, S., Kahler, S., Barlow, S., Stone, B., Bhogal, R. The persona effect: Affective Impact of Animated Pedagogical Agents, Proc. CHI'97 (1997) 359-366.  Home/Search   Document Not in Database   Summary   Related Articles   Check

....study of group communication dynamics in the social sciences to craft charismatic and effective social ECAs. 2. SOCIAL EMBODIED CONVERSATIONAL AGENTS 2. 1 Related Works Much research has explored creating embodied conversational agents for one on one interaction applications, such as tutoring [9], training [17] and sales [1] Less work has been done to investigate how best to create ECAs for group contexts. As far as documenting practical effectiveness of ECAs, there are as yet few results even in one on one application contexts (Lester et al. s results are a notable exception [9] and ....

....tutoring [9] training [17] and sales [1] Less work has been done to investigate how best to create ECAs for group contexts. As far as documenting practical effectiveness of ECAs, there are as yet few results even in one on one application contexts (Lester et al. s results are a notable exception [9]) and only one that we know of for group contexts [6] There are, however, research findings about the general social effectiveness of one on one ECAs. People respond to the facial expressions, gaze, head movements, and gestures of agents as if they were human beings [1] 18] There is a body of ....

Lester, J.C., Converse S.A., Kahler S.E., Barlow S.T., Stone B.A., and Bhogal, R.S. The Persona Effect: Affective Impact of Animated Pedagogical Agents. CHI-97, ACM Press, 359366, 1997.

....in the story creation environment must act in order for a story to emerge. To achieve that, they were built as intelligent agents living in a synthetic 3D world. The use of intelligent agents as synthetic characters has had an increase of interest in the past few years. Works such as [2] [6], 12] 14] are good examples of how intelligent agents can improve the communication between learning environments and learners. Such agents can have life like properties in order to help the learner, explain concepts, and demonstrate tasks. But the use of synthetic characters in learning ....

Lester, J., Converse, S., Kahler, S., Barlow, S., Stone, B. and Bhoga, R.: The Persona effect: Affective Impact of Animated Pedagogical Agents. In CHI'97 Electronic Publications, 1997

....as well as by using natural language. The use of a lifelike agent in an interactive learning environment has a strong positive impact on students, which is shown by an empirical study performed by Lester et al. Such an agent can increase both the learning performance and the student s motivation [8]. The Jacob project involves an integration of knowledge from different disciplines, like intelligent tutoring systems, virtual reality, intelligent agent technology, natural language processing, and agent visualisation and animation techniques. It is a pilot project of the VR Valley Twente ....

Lester, J.C., Converse, S.A., Kahler, S.E., Barlow, S.T., Stone, B.A., Bhogal, R.S.: The persona effect: affective impact of animated pedagogical agents. In: CHI'97 Proceedings (1997) 359-366

....Animated characters are increasingly used in user interfaces. Research is ongoing with respect to what the beneficial applications of animated characters are, where they can make the interaction more pleasing and easy, and what their effects are on user system interaction (for example [3] 11] [12], 13] and [4] for an overview) Most of this work concerns professional applications optimised for task and efficiency. The Consumer Electronics domain on the other hand gives more room for fun and, at the same time, requires more natural and intuitive ways of interaction. A term such as joy of ....

....and feedback in a comprehensible manner. Of course, the possibilities for expressive behaviour are more extensive for an animated character compared to for example a television set. More importantly, on screen animated characters are likely to be the first focal point for interaction [7][12][18] 2.3 Raising Expectations Products or applications work in a certain way, behaving according a model that the creators have conceived. This conceptual model describes the ideal human system interaction, from the creators perspective (despite their efforts to work from a user point of ....

Lester, J.C., et al, The persona effect: Affective impact of animated pedagogical agents. in CHI'97 conference proceedings, ACM press, pp. 359-366, 1997.

....lip synchronization. These agents are used to inform and explain or even to demonstrate products or sequences of activities in educational, e commerce or entertainment settings. Experiments have shown that ECAs can increase the motivation of a student or a user interacting with the system. In [24] Lester et al. showed that a display of involvement by an embodied conversational agent motivates a student in doing (and continuing) his or her learning task. Some examples of embodied conversational agents are shown in Figure 1. From left to right we see: Jennifer James, a car saleswoman who ....

J.C. Lester, S.A. Converse, S.E. Kahler, S.T. Barlowe, B.A. Stone & R. Bhogal. The persona effect: Affective impact of animated pedagogical agents. Proc. CHI '97 Human Factors in Computing Systems, ACM, 359-356.

....as well as by performing actions. The use of a lifelike agent in an interactive learning environment has a strong positive impact on students, which is shown by an empirical study performed by Lester et al. Such an agent can increase both the learning performance and the student s motivation [2]. The Jacob project involves an integration of knowledge from different disciplines, like intelligent tutoring systems, virtual reality, intelligent agent technology, natural language processing, and visualisation and animation techniques. It is a pilot project of the VR Valley Twente Foundation, ....

Lester, J.C., Converse, S.A., Kahler, S.E., Barlow, S.T., Stone, B.A., Bhogal, R.S.: "The persona effect: affective impact of animated pedagogical agents". In: CHI'97 Proceedings (1997) 359-366

....visualisation and animation. It is a pilot project of the VR Valley Twente Foundation, which aims at establishing a knowledge centre on VR. In the future, Jacob is supposed to play a role in other pilot projects and it will be integrated in the Virtual Music Centre, one of our ongoing projects [2]. A prototype is being developed that has to meet a number of requirements. First, the interaction between the user and Jacob should be multimodal, requiring both verbal and nonverbal interaction. Second, Jacob should behave in an intelligent way. He should help the user in a proactive way and he ....

J.C. Lester et al. The persona effect: affective impact of animated pedagogical agents. CHI'97 Proceedings, pp. 359-366, 1997.

....give the user an impression of being lifelike and believable, producing behaviour that appears to the user as natural and appropriate to the role of a virtual instructor or guide. It is useful to give our agents behaviours that make them appear knowledgeable, attentive, helpful, concerned, etc [John98, Lest97b, Lest99]. A large scale empirical study of the affective impact of animated pedagogical agents on a student s learning experience was conducted by the North Carolina State University s Multimedia Laboratory [Lest97b, Lest97d] This study involved one hundred middle school students interacting with Herman ....

.... that make them appear knowledgeable, attentive, helpful, concerned, etc [John98, Lest97b, Lest99] A large scale empirical study of the affective impact of animated pedagogical agents on a student s learning experience was conducted by the North Carolina State University s Multimedia Laboratory [Lest97b, Lest97d]. This study involved one hundred middle school students interacting with Herman the Bug (discussed in 2.4.2) an animated pedagogical agent that inhabits the Design a Plant learning environment. Design a Plant is a design centred microworld that provides students with the opportunity to explore ....

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Lester James, Converse Sharolyn, Kahler Susan, Barlow Todd, Stone Brian, and Bhogal Ravinder. The Persona Effect: Affective Impact of Animated Pedagogical Agents. Proceedings of CHI '97, pp. 359-366, Atlanta, March 1997

....and Evaluation of Embodied Conversational Agents: A Proposed Taxonomy Katherine Isbister, Ph.D. 1904 23 rd Street San Francisco, CA 94107 ( 1 )415 722 1945 ki katherineinterface.com Patrick Doyle Stanford University Gates Computer Science Bldg. 2A Stanford, CA 94305 9020 ( 1) 650 723 6707 pdoyle cs.stanford.edu ABSTRACT This workshop call demonstrates that our field is eager to move beyond first generation generalist projects, toward a more mature practice. To do so, we seek to set up a common set of expectations and criteria for how to judge our work. In ....

....copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and or a fee. AAMAS 02, July 15 19, 2002, Bologna, Italy. Copyright 2002 ACM 1 58113 000 0 00 0000. 5.00. exist at all, vary wildly among these disciplines, and there is no common objective measure by which we can determine whether a research product is good. Often, our research papers describe the construction of a complete ....

[Article contains additional citation context not shown here]

Lester, J., Converse, S., Kahler, S., Barlow, T., Stone, B., and Bhogal, R. The persona effect: affective impact of animated pedagogical agents. In Proceedings of CHI '97 (Atlanta GA, March 1997).

....Our project is a first step toward exploring this new application space for interface agents. Social Interface Agents Related Work HCI researchers have already discussed and demonstrated some benefits of interface agents in one on one task settings, such as taking an educational tutorial [8], going on a tour [6] or looking at real estate [1] Although the CHI community has a range of opinions about when and where agents should be deployed in the interface, most would agree that there are some beneficial applications. Lester notes that the presence of an agent can lead to a 1 NTT ....

Lester, J.C., Barlow, S.T., Converse, S.A., Stone, B.A., Kahler, S.E., and Bhogal, 1LS. The Persona Effect: Affective Impact of Animated Pedagogical Agents. Proceedings of CHI '97 (Atlanta GA, March 1997), ACM Press, 359-366.

....promote the learning objectives. Previous studies have revealed the persona effect, which is that the presence of a lifelike character in an interactive learning environment even one that is not expressive can have a strong positive effect on student s perception of the learning experience [1]. Our aim in this study described here was to verify the validity of those promising findings in the case of WEAR too. The participants in the experiment were 19 college students from the University of Piraeus. Twelve of them were studying Informatics and the rest Economics. The students were ....

Lester, J., Converse, S., Kahler, S., Barlow, S., Stone B. , Bhogal R. "The persona effect: affective impact of animated pedagogical agents", Human factors in computing systems, CHI'97 conference proceedings, 1997, pp. 359-366.

.... is then well presented, the acceptance level of these systems remains quite low [7] Recent research has shown that the acceptance level can be significantly improved if a lifelike presentation agent is utilised as a conversational dialogue partner in much the same way as a real human would act [3]. Unfortunately, these systems have so far only been able to create believability through a carefully choreographed presentation of hand coded dialogue scripts. This approach is obviously very labour intensive, and the breadth of the lifelike character s persona can quickly become exhausted after ....

Lester, J. C., S. A. Converse, S. E. Kahler, S. T. Barlow, B. A. Stone, and R. S. Bhogal. 1997. The persona effect: Affective impact of animated pedagogical agents. In S. Pemberton, ed., Human factors in computing systems, CHI'97 conference proceedings, 359--366. New York: ACM Press.

....a human face, but rather to determine when a face in an interface is appropriate. Not only does the research discussed in this paper evaluate various synthetic agent types, it also attempts to discover if there is scope to include such agents in e retail applications. Studies by Koda [10] Lester [12], and Walker et al. 26] showed that agents with strong visual presence and facial expression could be more engaging and motivating for the user. Expanding from this result, the empirical evaluation reported here shows that certain human like agent types are liked more than others and the point at ....

J. Lester et al., "The persona effect: Affective impact of animated pedagogical agents," in Proc. Human Factors Comput. Syst., Mar. 1997, pp. 359--366.

....or not, etc. 16] little is known about the secret codes that actually lead to those interpersonal effects. Just as in FTF interaction, nonverbal behavior in animated characters could induce positive feelings in the human user, increase motivation and thus facilitate task performance [17,18]. But, as in every day life, the behavior of the computer actor can also do exactly the opposite: evoke negative feelings and impair task performance. Given these risks and the restricted state of knowledge in this area one might suggest to skip this functional aspect and to focus the ....

Lester, J. C., Converse, S. A., Kahler, S.E., Barlow, S. T., Stone, B. A. & Bhogal, R. S. (1997). The persona effect: affective impact of animated pedagogical agents. In S. Pemberton (Ed.), Human Factors in Computing Systems: CHI97 Conference Proceedings (pp. 359-366). New York: ACM Press.

.... later in the Other Approaches section) There is, however, a halfway point between these two approaches whereby a database of short clips can be strung together dynamically in real time to produce an effect more like that of the natural language techniques (see for example Herman the Bug (Lester et al. 1997) discussed later in the Pedagogical Agents section) In order to successfully accomplish this, the database may need to be quite large. The main difference between these approaches is a tradeoff in terms of flexibility for the user and the designer. The database approach provides less flexibility ....

....how the user perceived these characters and their relationship with them, particularly as many of them were actual historical characters; and also the manner in which users actually used the system. 33 Herman the Bug At the very beginning of this discussion we looked at motivational issues and Lester et al. 1997) have demonstrated that pedagogical agents can have a powerful motivational effect on middle school students (average age 12) They designed an animated pedagogical agent, Herman the Bug (Figure 11) who inhabited a learning environment and provided advice while the student designed plants. They ....

Lester, J., C., Barlow, S. T., Converse, S., A., Stone, B., A., Kahler, S., E., & Bhogal, R., S. (1997). The Persona Effect: Affective Impact of Animated Pedagogical Agents. Paper presented at the CHI '97, Atlanta, USA.

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Lester, J., Converse, S., Kahler, S., Barlow, S., Stone, B., Bhogal, R. The persona effect: Affective Impact of Animated Pedagogical Agents, Proc. CHI'97 (1997) 359-366.

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Lester, J. C., Converse, S. A., Kahler, S. E., Barlow, S. T., Stone, B. A., and Bhogal, R. S. (1997). The persona effect: Affective impact of animated pedagogical agents. In Proceedings of CHI '97, 359-366. 264 W.L. Johnson et al.

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Lester, J., Converse, S., Kahler, S., Barlow, S., Stone B. & Bhogal R. The persona effect: affective impact of animated pedagogical agents. In S. Pemberton (ed.) Proceedings of ACM Conference on Human Factors in Computing Systems CHI'97, ACM Press, New York, 1997, pp. 359-366.

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Lester, J.C., Converse, S.A., Kahler, S.E., Barlow, S.T., Stone, B.A., Bhogal, R.S.: The persona effect: affective impact of animated pedagogical agents. In: CHI'97, Proceedings (1997) pp. 359-366

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Lester, J., Converse, S., Kahler, S., Barlow, S., Stone, B., Bhoga, R.: The Persona effect: Affective Impact of Animated Pedagogical Agents, in CHI'97 Electronic Publications, 1997

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J.C. Lester et al. The persona effect: Affective impact of animated pedagogical agents. CHI '97 Human Factors in Computing Systems, ACM, 1997, 359-356.

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J.C. Lester et al. The persona effect: Affective impact of animated pedagogical agents. CHI '97 Human Factors in Computing Systems, ACM, 1997, 359-356.

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J. Lester et al., "The persona effect: Affective impact of animated pedagogical agents," in Proc. Human Factors Comput. Syst., Mar. 1997, pp. 359--366.

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Lester, J., Converse, S., Kahler, S., Barlow, S., Stone, B., Bhogal, R. (1997) The Persona effect: affective impact of animated pedagogical agents, Proc. Of CHI'97, pp. 359-366.

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Lester, J., Converse, S., Kahler, S., Barlow, S., Stone, B. and Bhoga, P: The Persona effect: Affective Impact of Animated Pedagogical Agents. In CHI'97 Electronic Publications, 1997

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