Ruth Aylett

Fearnot!: an experiment in emergent narrative

We discuss the experience of constructing the application FearNot! (Fun with Empathic Agents Reaching Novel Outcomes in Teaching), an application of virtual drama to anti-bullying education inspired by Forum Theatre. An appraisal-driven agent architecture is presented as a mechanism for generating an emergent, that is, unscripted, narrative. A small-scale evaluation is discussed and the lessons learned are described.

Applying artificial intelligence to virtual reality: Intelligent virtual environments

Research into virtual environments on the one hand and artificial intelligence and artificial life on the other has largely been carried out by two different groups of people with different preoccupation and interests, but some convergence is now apparent between the two fields. Applications in which activity independent of the user takes place- involving crowds or other agents- are beginning to be tackled, while synthetic agents, virtual humans, and computer pets are all areas in which techniques from the two fields require strong integration. The two communities have much to learn from each other if wheels are not to be reinvented on both sides. This paper reviews the issues arising from combining artificial intelligence and artificial life techniques with those of virtual environments to produce just such intelligent virtual environments. The discussion is illustrated with examples that include environments providing knowledge to direct or assist the user rather than relying entirely on the users knowledge and skills, those in which the user is represented by a partially autonomous avatar, those containing intelligent agents separate from the user, and many others from both sides of the area.

Narrative theory and emergent interactive narrative

This paper aims at reviewing narrative approaches and theories in an effort to assess their potential as suitable models for computational implementation within the EU Framework V-funded project VICTEC (Virtual ICT with Empathic Characters). We discuss classical narrative theories as well as envisage alternative interactive models according to the narrative requirements presented by VICTEC. The Emergent Narrative (Aylett, 1999) concept is also defined and referred as an essential element of the VICTEC research project.

Virtual learning intervention to reduce bullying victimization in primary school: a controlled trial

BACKGROUND Anti-bullying interventions to date have shown limited success in reducing victimization and have rarely been evaluated using a controlled trial design. This study examined the effects of the FearNot! anti-bullying virtual learning intervention on escaping victimization, and reducing overall victimization rates among primary school students using a nonrandomized controlled trial design. The program was designed to enhance the coping skills of children who are known to be, or are likely to be, victimized. METHODS One thousand, one hundred twenty-nine children (mean age 8.9 years) in 27 primary schools across the UK and Germany were assigned to the FearNot! intervention or the waiting control condition. The program consisted of three sessions, each lasting approximately 30 minutes over a three-week period. The participants were assessed on self-report measures of victimization before and one and four weeks after the intervention or the normal curriculum period. RESULTS In the combined sample, baseline victims in the intervention group were more likely to escape victimization at the first follow-up compared with baseline victims in the control group (adjusted RR, 1.41; 95% CI, 1.02-1.81). A dose-response relationship between the amount of active interaction with the virtual victims and escaping victimization was found (adjusted OR, 1.09; 95% CI, 1.003-1.18). Subsample analyses found a significant effect on escaping victimization only to hold for UK children (adjusted RR, 1.90; CI, 1.23-2.57). UK children in the intervention group experienced decreased victimization rates at the first follow-up compared with controls, even after adjusting for baseline victimization, gender and age (adjusted RR, .60; 95% CI, .36-.93). CONCLUSIONS A virtual learning intervention designed to help children experience effective strategies for dealing with bullying had a short-term effect on escaping victimization for a priori identified victims, and a short-term overall prevention effect for UK children.

Towards a narrative theory of virtual reality

Virtual Reality (VR), by its nature and characteristics, is of specific interest to the AI community, particularly in the domains of Storytelling and Intelligent Characters. We argue that VR must be considered a particular narrative medium alongside Theatre, Literature or Cinema. This paper reviews relevant work in narrative theory from Plato onwards, including the work and theories of literary critics [1], cinema critics [2–4] and theatrical dramaturges [5], and analyses the specific characteristics of VR relevant to this theory. Less studied media such as Live Role Playing Games, improvisational drama and participatory drama are also considered. Finally, this document argues for a participatoryprocess-oriented narrative, with particular attention to the specificities and particularities of stories and their possible representation, adapted to the narrative medium Virtual Reality.

Achieving empathic engagement through affective interaction with synthetic characters

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.

Solving the narrative paradox in VEs: Lessons from RPGs

Narrative within Virtual Environments (VEs) is a compromise between pre-authored narrative structures and user freedom in terms of interaction and physical movement. We present results of a recent investigation on the narrative structures and mechanisms of Role Playing Games (RPGs), and assess the potential of non-conventional narrative forms for computer implementation. We address the potential benefits for the research currently undertaken by the AI community in terms of storytelling and interactive storytelling.

Towards Empathic Virtual and Robotic Tutors

Building on existing work on artificial tutors with human-like capabilities, we describe the EMOTE project approach to harnessing benefits of an artificial embodied tutor in a shared physical space. Embodied in robotic platforms or through virtual agents, EMOTE aims to capture some of the empathic and human elements characterising a traditional teacher. As such, empathy and engagement, abilities key to influencing student learning, are at the core of the EMOTE approach. We present non-verbal and adaptive dialogue challenges for such embodied tutors as a foundation for researchers investigating the potential for empathic tutors that will be accepted by students and teachers.

Storytelling in virtual environments from a virtual guide perspective

This paper describes our proposal for storytelling in virtual environments from a virtual guide perspective, detailing the involved knowledge representation and algorithms. In our model the guide begins at a particular location and starts to navigate the world telling the user stories related to the places she visits. Our guide tries to emulate a real guide’s behaviour in such a situation. In particular, she behaves as a spontaneous real guide who knows stories about the places in the virtual world but has not prepared an exhaustive tour nor a storyline.

Creating adaptive affective autonomous NPCs

The paper reports work to create believable autonomous Non Player Characters in Video games in general and educational role play games in particular. It aims to increase their ability to respond appropriately to the player’s actions both cognitively and emotionally by integrating two models: the cognitive appraisal-based FAtiMA architecture, and the drives-based PSI model. We discuss the modelling of adaptive affective autonomous characters based on a biologically-inspired theory of human action regulation taking into account perception, motivation, emotions, memory, learning and planning. These agents populate an educational Role Playing Game, ORIENT (Overcoming Refugee Integration with Empathic Novel Technology) dealing with the cultural-awareness problem for children aged 13–14.