The role of emotion in believable agents
Communications of the ACM
Affective computing
Tears and fears: modeling emotions and emotional behaviors in synthetic agents
Proceedings of the fifth international conference on Autonomous agents
Socially Intelligent Agents: Creating Relationships with Computers and Robots
Socially Intelligent Agents: Creating Relationships with Computers and Robots
Using storyboards to guide virtual world design
Proceedings of the 2004 conference on Interaction design and children: building a community
Caring for Agents and Agents that Care: Building Empathic Relations with Synthetic Agents
AAMAS '04 Proceedings of the Third International Joint Conference on Autonomous Agents and Multiagent Systems - Volume 1
Unscripted Narrative for Affectively Driven Characters
IEEE Computer Graphics and Applications
Some Pitfalls for Developing Enculturated Conversational Agents
Proceedings of the 13th International Conference on Human-Computer Interaction. Part III: Ubiquitous and Intelligent Interaction
Towards Intelligent Computer Assisted Educational Role-Play
Edutainment '09 Proceedings of the 4th International Conference on E-Learning and Games: Learning by Playing. Game-based Education System Design and Development
FearNot!: an emergent narrative approach to virtual dramas for anti-bullying education
ICVS'07 Proceedings of the 4th international conference on Virtual storytelling: using virtual reality technologies for storytelling
FearNot’s appearance: reflecting children’s expectations and perspectives
IVA'06 Proceedings of the 6th international conference on Intelligent Virtual Agents
Reviewing the potential of virtual learning environments in schools
Edutainment'06 Proceedings of the First international conference on Technologies for E-Learning and Digital Entertainment
A Robust Interactive Narrative Framework for Edutainment
International Journal of Interactive Communication Systems and Technologies
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This paper considers affective interactions to achieve empathic engagement with synthetic characters in virtual learning environments, in order to support and induce the expression of empathy in children. The paper presents FearNot!, a school based virtual learning environment, populated by synthetic characters used for personal, social and health education, specifically bullying issues in schools. An empirical study of 345 children aged 8-11 years who interacted with FearNot! is outlined. The results identify that affective interactions resulting in the expression of empathy were increased when children had high levels of belief and interest in character conversations and if they believed that their interactions had an impact on the characters’ behaviour.