Experiences authoring interactive pedagogical dramas (original) (raw)
Related papers
2000
This paper describes an agent-based approach to realizing interactive pedagogical drama. Characters choose their actions autonomously, while director and cinematographer agents manage the action and its presentation in order to maintain story structure, achieve pedagogical goals, and present the dynamic story to as to achieve the best dramatic effect. Artistic standards must be maintained while permitting substantial variability in story scenario. To achieve these objectives, scripted dialog is deconstructed into elements that are portrayed by agents with emotion models. Learners influence how the drama unfolds by controlling the intentions of one or more characters, who then behave in accordance with those intentions. Interactions between characters create opportunities to move the story in pedagogically useful directions, which the automated director exploits. This approach is realized in the multimedia title Carmen's Bright IDEAS, an interactive health intervention designed to improve the problem solving skills of mothers of pediatric cancer patients.
5 th International Conference on Narrative and Interactive Learning Environments
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. th International Workshop on Narrative and Interactive Learning Environments Page | 10
Interactive Storytelling In Educational Environments
3rd International Conference on …, 2005
Interactive story-based educational environments present a conflict between the determinism imposed by the pedagogue and the freedom desired by the learner. Designing a good pedagogical experience requires adding restrictions to the interaction that may frustrate learners. This ...
Designing and creating interactive fiction for learning
2005
The presentation describes a team of instructional technology graduate students in their design and partial creation of an educational game based on a classic text using interactive fiction (IF). The team experiences IF through play and critical analysis before becoming mini-content experts. The resulting game is a new media text aimed at 9th grade English students who may experience the piece in ways expected (reading comprehension, literary device) and unexpected (spatial skill, problem solving).
Design of animated pedagogical agents—A look at their look
2006
A well-established effect of animated agents in educational and other contexts is their potential to motivate and engage. ''Increased motivation in users'' is also one of the more frequent answers given to the question, ''What is gained by adding an animated pedagogical agent to an intelligent tutoring system?''
The increase in the use of animation for educational purposes and especially virtual characters known as animated pedagogical agents (APAs) has open questions about the effectiveness of this tool during the learning process (Frechette & Moreno, 2010) For that reason several studies had focused their attention in the psychological and social aspects involved during the process and its relation with the use of the APAs. Character designers and animators might face the responsibility of creating agents that successfully fulfil a pedagogical purpose in sundry educational virtual environments. This research reviews a number of studies- from the perspective of psychoanalysis- that highlights main characteristics of the agents, its roles and socio-psychological impacts. Therefore it describes a general set of design considerations that might be useful for character designers, when creating an animated pedagogical agent (APA), building a bridge to connect design concerns and the knowledge reviewed before. In conclusion, to succeed in the design of an APA, designers might consider several psychological and social factors that are projected in the APAs graphic design and might have an impact in the learner’s cognitive process when learning with an animated pedagogical agent in virtual educational environments. Key words Animated Pedagogical Agent (APA), virtual educational environment, character design, socio-psychological factors, e-learning.
Educating Interactive Narrative Designers: Cornerstones of a Program
ToDigra, 2021
In recent years, games with a focus on narrative have been a growing area. However, so far, interactive narrative aspects have not been the focus of video game education (with the noted exception of a small number of programs in game writing), which indicates that many narrative designers are self-trained. The insular status means that many designers use private vocabulary and conceptualizations that are not directly transferable. This state of affairs is an obstacle to productive discourse and has negative consequences for the further development of the professional field.
Interactive pedagogical drama for health interventions
2003
The goal of Interactive Pedagogical Drama (IPD) is to exploit the edifying power of story while promoting active learning. An IPD immerses the learner in an engaging, evocative story where she interacts with realistic characters. The learner makes decisions or takes actions on behalf of a character in the story, and sees the consequences of her decisions. The story's characters are realized by autonomous agents. We discuss IPD in the context of Carmen's Bright IDEAS (CBI), a multimedia title designed to teach problem solving skills to mother's of pediatric cancer patients. CBI was an exploratory arm of a clinical trial and here we discuss key creative and technical aspects of the design and results from that arm.