Victec virtual ict with empathic characters
This presentation is the property of its rightful owner.
Sponsored Links
1 / 20

VICTEC Virtual ICT with Empathic Characters PowerPoint PPT Presentation


  • 134 Views
  • Uploaded on
  • Presentation posted in: General

VICTEC Virtual ICT with Empathic Characters. Sibylle Enz Universität Bamberg 1st PROLEARN TWS 2004 4/5 November 2004. Content. VICTEC: A new Approach for Anti-Bullying-Education What is VICTEC? The Bullying Problem The VICTEC Application: FearNot! Empathy and its Role in FearNot!

Download Presentation

VICTEC Virtual ICT with Empathic Characters

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Victec virtual ict with empathic characters

VICTECVirtual ICT with Empathic Characters

Sibylle Enz

Universität Bamberg

1st PROLEARN TWS 2004

4/5 November 2004


Content

Content

  • VICTEC: A new Approach for Anti-Bullying-Education

    • What is VICTEC?

    • The Bullying Problem

    • The VICTEC Application: FearNot!

  • Empathy and its Role in FearNot!

  • Empathy and Believability

  • Expressive Behaviour and Creating Empathy

  • Evaluation


1 1 what is victec

1.1 What is VICTEC?

  • EU Framework V project Virtual ICT with Empathic Characters

  • 5 partners from UK, Portugal, Germany

  • Goal: applying virtual drama and 3D-graphically embodied characters to PSE (bullying)

  • Innovative: individual rather than collective


T he partners

The Partners

  • Centre for Virtual Environments, University of Salford (UK)

  • University of Hertfordshire (UK)

  • Instituto de Engenharia de Sistemas e Computadores (INESC-ID) (Portugal)

  • Autor, Tecnologias Multimédia S.A. (Portugal)

  • Institute of Theoretical Psychology, University of Bamberg (Germany)


1 2 the bullying problem

1.2 The Bullying Problem

  • Repeated negative action that occurs regularly over time with the intention to hurt; imbalance of power between pupils (Olweus, 1999)

  • Main types of bullying behaviour:

    • direct/physical (punching, kicking, …)

    • direct/verbal (nasty name calling)

    • relational (social exclusion, rumour spreading)

  • Bullying roles: bully, victim, bully-victim, bystander

  • No clear educational message  knowledge about social interaction, coping strategies, etc. needed


1 3 the victec application fearnot

1.3 The VICTEC Application: FearNot!

  • Fun with Empathic Agents to Reach Novel Outcomes in Teaching

  • Virtual theatre application aimed at anti-bullying education for 8-12 age group

Bullying episode

Interaction in library


1 3 the victec application fearnot1

Q

A

I

1

2

3

F

COPE

COPE

1.3 The VICTEC Application: FearNot!

  • Introduction (I): characters and school

  • Bullying episode (1-3)

  • In between episodes: interaction with victim character in resource room (coping)

  • Educational message (F): after end of episode 3

  • Questionnaires on empathy and theory of mind (QA)


2 empathy and it s role in fearnot

2 Empathy and it’s Role in FearNot!

  • Empathy:

    ”any process where the attended perception of the object’s state generates a state in the subject that is more applicable to the object’s state or situation than to the subject’s own prior state or situation”

    (Preston and de Waal, 2002)

    • Cognitive: understanding perceived object’s inner state

    • Affective: feeling something due to perceived object’s inner state

  • Mediation of empathic processes via situation and/or expression


2 empathy and it s role in fearnot1

2 Empathy and it’s Role in FearNot!

  • Importance of user engagement to reach the educational goal

  • Via empathic relation between user and agent

  • By empathising with the victim, the user acts as invisible friend during the interaction phases in between the bullying episodes

    • User is not present in the episodes

    • Advice and support rather than god-like power to solve the problem

  • Empathy is promoted by believability of situation and agent expression


3 empathy and believability

3 Empathy and Believability

  • Believability: Extent to which a human is willing to suspend their disbelieve in a collection of graphical pixels and to see it as an autonomous entity with its own internal life (Bates, 1994)

  • Believability via emotional expression: gesture, posture, facial expression, tone of voice

  • Interpreted by others as signalling an inner (affective) state  communication mechanism (understanding goals and motives of others)

  • Precondition for empathic processes between user and agent


4 expressive behaviour and creating empathy

4 Expressive Behaviour and Creating Empathy

Believability through naturalism?

  • Dramatic approach: animated film & theatre

  • “Uncanny valley”: behaviour can not meet the high user expectations generated by naturalistic appearance

  • Cartoon-like FearNot! characters


  • 4 expressive behaviour and creating empathy1

    4 Expressive Behaviour and Creating Empathy

    • Facial expressions

      • Stereotyped expressions instead of nodes on the facial mesh

      • Triggered by the internal emotional system of the agent


    4 expressive behaviour and creating empathy2

    4 Expressive Behaviour and Creating Empathy

    • Posture

      • Exaggerated posture indicates confident, happy, sad, etc. mood

    • Voice

      • Very difficult to solve with unscripted dramas

      • Voices constructed from pre-recorded human input: large real-time data base in conflict with 3D real time rendering system


    4 expressive behaviour and creating empathy3

    4 Expressive Behaviour and Creating Empathy

    • Realisation of expression in FearNot!

      • Unscripted drama: action (expressive behaviour) is generated by interaction between agents

      • Agent reacts to an event/object following appraisal rules (Ortony, Clore & Collins, 1988) immediate reactions and goals

      • Influence of memory and personality (bullying types)

      • Emotional expression is triggered by a rather sophisticated emotional model  coherent behaviour and empathy towards the agent


    5 evaluation main research questions

    5 Evaluation –Main Research Questions

    • Does the software meet the technical and usability requirements?

    • Does the interaction with FearNot affect children’s (views on) bullying behaviour?

    • Can FearNot! help to improve the empathic abilities of the child users?

    • Do children actually develop empathy towards the characters in the scenarios?


    5 evaluation design

    5 Evaluation - Design

    • Large-scale evaluation event in June 2004 involving 400 children from Hertfordshire, UK

    • Pre-/Post-Tests in UK/P/D involving 100 children each

    • Iterative usability evaluation during the development of FearNot


    5 evaluation preliminary results

    5 Evaluation –Preliminary Results

    • Goal: evaluation of

      • Character attributes (believability, appearance, movement)

      • Storyline believability

      • Empathic feelings created between the child user and the animated characters


    5 evaluation preliminary results1

    5 Evaluation – Preliminary Results

    UK/P sample

    N=127

    Aged 8-13 (M=9.83; SD=1.04)

    64♂ & 63♀

    1= positive response

    5= negativeresponse


    5 evaluation preliminary results2

    5 Evaluation – Preliminary Results

    UK/P sample

    • Character movements rated rather poorly

    • School environment and match with characters rated more highly

    • Empathy: majority felt sad for victim and angry for bully

    • Gender issues: boys empathise more with males than females while girls empathise with both genders


    Further information on the project

    Further information on the project…

    • Ruth Aylett (project coordinator)

      [email protected]

    • Sibylle Enz, Carsten Zoll, Harald Schaub

      {sibylle.enz;carsten.zoll;harald.schaub}

      @ppp.uni-bamberg.de

    • The Project Website

      www.victec.org


  • Login