Sandy Louchart

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.

Mapping learning and game mechanics for serious games analysis

Although there is a consensus on the instructional potential of Serious Games (SGs), there is still a lack of methodologies and tools not only for design but also to support analysis and assessment. Filling this gap is one of the main aims of the Games and Learning Alliance (http://www.galanoe.eu) European Network of Excellence on Serious Games, which has a focus upon pedagogy-driven SGs. This paper relies on the assumption that the fundamental aspect of SG design consists in the translation of learning goals/practices into mechanical element of gameplay, serving to an instructional purpose beside that of play and fun. This paper proposes the Learning Mechanics–Game Mechanics (LM-GM) model, which supports SG analysis and design by allowing reflection on the various pedagogical and game elements in an SG. The LM-GM model includes a set of pre-defined game mechanics and pedagogical elements that we have abstracted from literature on game studies and learning theories. Designers and analysts can exploit these mechanics to draw the LM-GM map for a game, so as to identify and highlight its main pedagogical and entertainment features, and their interrelations. The tool may also be useful for teachers to evaluate the effectiveness of a given game and better understand how to implement it in educational settings. A case study is reported to illustrate the frameworks support in determining how gameplay and pedagogy intertwine in an SG. Finally, the paper presents the results of two comparative user tests demonstrating the advantages of the proposed model with respect to a similar state-of-the-art framework.

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.

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.

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.

Brain-computer interface game applications for combined neurofeedback and biofeedback treatment for children on the autism spectrum

Individuals with autism spectrum disorder (ASD) show deficits in social and communicative skills, including imitation, empathy, and shared attention, as well as restricted interests and repetitive patterns of behaviors. Evidence for and against the idea that dysfunctions in the mirror neuron system are involved in imitation and could be one underlying cause for ASD is discussed in this review. Neurofeedback interventions have reduced symptoms in children with ASD by self-regulation of brain rhythms. However, cortical deficiencies are not the only cause of these symptoms. Peripheral physiological activity, such as the heart rate and its variability, is closely linked to neurophysiological signals and associated with social engagement. Therefore, a combined approach targeting the interplay between brain, body, and behavior could be more effective. Brain–computer interface applications for combined neurofeedback and biofeedback treatment for children with ASD are currently nonexistent. To facilitate their use, we have designed an innovative game that includes social interactions and provides neural- and body-based feedback that corresponds directly to the underlying significance of the trained signals as well as to the behavior that is reinforced.

Managing emergent character-based narrative

In this paper, we consider the role of narrative management in a character-based emergent narrative framework. The paper defines the problem and considers related work. It evaluates the role of the Game Master in non computer-based role-playing games and presents two initial implementations of a story facilitator within a character-based system using the FAtiMA agent architecture. Finally it considers what further work is required.

Purposeful Authoring for Emergent Narrative

Emergent narrative (EN) is a narrative concept in virtual reality that relies on emergence for a flexible shaping of stories as opposed to fixed pre-determined plots. This has consequences for the creative role of the author in an EN system. In this paper, we aim to clarify the actual function of the author by investigating what is exactly mediated in ENs and how this can be filled in by an author at design time.

Making it up as you go along – improvising stories for pedagogical purposes

We consider the issues involved in taking educational role-play into a virtual environment with intelligent graphical characters, who implement a cognitive appraisal system and autonomous action selection. Issues in organizing emergent narratives are discussed with respect to a Story Facilitator as well as the impact on the authoring process.

Neurophysiological methods for monitoring brain activity in serious games and virtual environments: a review

The use of serious games and virtual environments for learning is increasing worldwide. These technologies have the potential to collect live data from users through game play and can be combined with neuroscientific methods such as EEG, fNIRS and fMRI. The several learning processes triggered by serious games are associated with specific patterns of activation that distributed in time and space over different neural networks. This paper explores the opportunities offered and challenges posed by neuroscientific methods when capturing user feedback and using the data to create greater user adaptivity in game. Existing neuroscientific studies examining cortical correlates of game-based learning do not form a common or homogenous field. In contrast, they often have disparate research questions and are represented through a broad range of study designs and game genres. In this paper, the range of studies and applications of neuroscientific methods in game-based learning are reviewed.