René Bühling

User-defined body gestures for navigational control of a humanoid robot

This paper presents a study that allows users to define intuitive gestures to navigate a humanoid robot. For eleven navigational commands, 385 gestures, performed by 35 participants, were analyzed. The results of the study reveal user-defined gesture sets for both novice users and expert users. In addition, we present, a taxonomy of the user-defined gesture sets, agreement scores for the gesture sets, time performances of the gesture motions, and present implications to the design of the robot control, with a focus on recognition and user interfaces.

Multiple agent roles in an adaptive virtual classroom environment

We present the design of a cast of pedagogical agents impersonating different educational roles in an interactive virtual learning environment. Teams of those agents are used to create different learning scenarios in order to provide learners with an engaging and motivating learning experience. Authors can employ an easy to use multimodal dialog authoring tool to adapt lecture and dialog content as well as interaction management to meet their respective requirements.

Time-Pie visualization: Providing Contextual Information for Energy Consumption Data

In recent years a growing number of information visualization systems have been developed to assist users with monitoring their energy consumption, with the hope of reducing energy use through more effective user-awareness. Most of these visualizations can be categorized into either some form of a time-series or pie chart, each with their own limitations. These visualization systems also often ignore incorporating contextual (e.g. weather, environmental) information which could assist users with better interpretation of their energy use information. In this paper we introduce the time-pie visualization technique, which combines the concepts of timeseries and pie charts, and allows the addition of contextual information to energy consumption data.

DynaLearn: architecture and approach for investigating conceptual system knowledge acquisition

DynaLearn is an Interactive Learning Environment that facilitates a constructive approach to developing a conceptual understanding of how systems work The software can be put in different interactive modes facilitating alternative learning experiences, and as such provides a toolkit for educational research.

Visualization Support for Comparing Energy Consumption Data

Providing effective feedback can empower users to change their behaviour and take the necessary actions to reduce their energy consumption. The types of feedback that allow comparison of energy usage seem to be particularly valuable. This paper introduces the time-stack visualization, which has been designed to support comparisons of individual and collective energy usage data. It also describes a user study conducted to compare the effectiveness of time-stack against a similar visualization called time-pie. The results show that although the two visualizations are generally comparable in their effectiveness, users rate time-stack more favourably.

Visual communication in interactive multimedia

Careful selection of graphical design can push the narrative strength of graphical projects by adjusting the visual statements to the content-wise statements. While many projects of computer science lack of consequent implementation of artistic principles, graphic designers tend to neglect user interaction and evaluation. In a recent project we therefore started a successful approach to combine both sides. In future work we plan to research on further integration of visual narration into interactive storytelling.

Adaptive art --- a shape language driven approach to communicate dramaturgy and mood

Graphic designers and visual artists express their narrative intentions using visual tools which essentially include the styling of shapes. In classic art forms design decisions are limited to the initial creation process. Although technical progress makes it possible to adjust content-wise dramaturgy in real-time, the graphical design process often still has static characteristics. In our current work we therefore study how dramaturgical non-linearity can be combined with a flexible visual shape language to conform content-wise narration to visual expressiveness in real-time.

Knowledgeable feedback via a cast of virtual characters with different competences

DynaLearn (http://www.DynaLearn.eu) develops a cognitive artefact that engages learners in an active learning by modelling process to develop conceptual system knowledge. Learners create external representations using diagrams. The diagrams capture conceptual knowledge using the Garp3 Qualitative Reasoning (QR) formalism [2]. The expressions can be simulated, confronting learners with the logical consequences thereof. To further aid learners, DynaLearn employs a sequence of knowledge representations (Learning Spaces, LS), with increasing complexity in terms of the modelling ingredients a learner can use [1]. An online repository contains QR models created by experts/teachers and learners. The server runs semantic services [4] to generate feedback at the request of learners via the workbench. The feedback is communicated to the learner via a set of virtual characters, each having its own competence [3]. A specific feedback thus incorporates three aspects: content, character appearance, and a didactic setting (e.g. Quiz mode). In the interactive event we will demonstrate the latest achievements of the DynaLearn project. First, the 6 learning spaces for learners to work with. Second, the generation of feedback relevant to the individual needs of a learner using Semantic Web technology. Third, the verbalization of the feedback via different animated virtual characters, notably: Basic help, Critic, Recommender, Quizmaster & Teachable agent.

Acquiring conceptual knowledge about how systems behave

There is a need for software that supports learners in actively dealing with theoretical concepts by having them create models and perform concept prediction and explanation (e.g [3,4,5]) DynaLearn seeks to address this by developing a domain independent Interactive Learning Environment (ILE) based on Qualitative Reasoning (QR) [1] The QR vocabulary fits the nature of conceptual knowledge, and the explicit representation of these notions in the software provides the handles to support an automated communicative interaction that actually discusses and provides feedback at the conceptual level.