Principles of traditional animation applied to 3D computer animation
SIGGRAPH '87 Proceedings of the 14th annual conference on Computer graphics and interactive techniques
Artificial intelligence and tutoring systems: computational and cognitive approaches to the communication of knowledge
Technology in education (introduction)
Communications of the ACM - Special issue on technology in K–12 education
Computer supported collaborative learning (CSCL)
Computers & Education
The persona effect: affective impact of animated pedagogical agents
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
Animated autonomous personal representatives
AGENTS '98 Proceedings of the second international conference on Autonomous agents
The media equation: how people treat computers, television, and new media like real people and places
The impact of animated interface agents: a review of empirical research
International Journal of Human-Computer Studies
Critiquing Human Error: A Knowledge Based Human-Computer Collaboration Approach
Critiquing Human Error: A Knowledge Based Human-Computer Collaboration Approach
Computers as Cognitive Tools
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The goal of this project is to determine whether a computer based training game (HEART-SENSE) can improve recognition of heart attack symptoms and shift behavioral issues so as to reduce pre-hospitalization delay in seeking treatment and thereby reduce myocardial infarction mortality and morbidity. In Phase I we created and evaluated a prototype virtual village in which users encounter and help convince synthetic personas to deal appropriately with a variety of heart attack scenarios and delay issues. Innovations made here are: (1) a design for a generic simulator package for promoting health behavior shifts, and (2) algorithms for animated pedagogical agents to reason about how their emotional state ties to patient condition and user progress. Initial results show that users of the game exhibit a significant shift in intention to call 911 and avoid delay, that multi-media versions of the game foster vividness and memory retention as well as a better understanding of both symptoms and of the need to manage time during a heart attack event. Also, results provide insight into areas where emotive pedagogical agents help and hinder user performance. Finally, we conclude with next steps that will help improve the game and the field of pedagogical agents and tools for simulated worlds for healthcare education and promotion.