fearnot! the use of empathy towards autonomous agents for education purpose sibylle enz, carsten...
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FearNot!The use of empathy towards autonomous
agents for education purpose
Sibylle Enz, Carsten Zoll, Harald SchaubSibylle Enz, Carsten Zoll, Harald Schaub
Universität BambergUniversität Bamberg
66thth German Workshop on Artificial Life German Workshop on Artificial LifeApr 15-16, 2004Apr 15-16, 2004
ContentContent
1.1. FearNot! FearNot! Fun with Empathic Agents Reaching Novel Outcomes in Fun with Empathic Agents Reaching Novel Outcomes in TeachingTeaching
2.2. The Bullying ProblemThe Bullying Problem3.3. Empathy and it’s role for FearNot!Empathy and it’s role for FearNot!
Character Believability & EmpathyCharacter Believability & Empathy Empathy in FearNot!Empathy in FearNot!
1.1. Designing Empathic AgentsDesigning Empathic Agents2.2. Promoting Empathy in the User: The First Person Shooter Promoting Empathy in the User: The First Person Shooter
ExperimentExperiment
4.4. Designing FearNot! CharactersDesigning FearNot! Characters1.1. Designing Empathic AgentsDesigning Empathic Agents2.2. Promoting Empathy in the UserPromoting Empathy in the User
5.5. FearNot! StructureFearNot! Structure6.6. Speech ActsSpeech Acts7.7. EvaluationEvaluation
(1) (1) FearNot! FearNot! Fun with Empathic Fun with Empathic Agents Reaching Novel Agents Reaching Novel Outcomes in TeachingOutcomes in Teaching
Final product of the EU Framework V project VICTECFinal product of the EU Framework V project VICTEC
Innovative intervention approach for bullying in schools Innovative intervention approach for bullying in schools
Experience of bullying incidents for children aged 8-12 in Experience of bullying incidents for children aged 8-12 in a Virtual Learning Environmenta Virtual Learning Environment
Believability of scenarios and character behavioursBelievability of scenarios and character behaviours
Educational goal: awareness for bullying and reduction Educational goal: awareness for bullying and reduction of bullying behaviourof bullying behaviour
(1)(1) TThe Partnershe PartnersCentre for Virtual Environments, University of Centre for Virtual Environments, University of Salford (UK)Salford (UK)
University of Hertfordshire (UK)University of Hertfordshire (UK)
Instituto de Engenharia de Sistemas e Instituto de Engenharia de Sistemas e Computadores (INESC-ID) (Portugal)Computadores (INESC-ID) (Portugal)
Autor, Tecnologias Multimédia S.A. (Portugal)Autor, Tecnologias Multimédia S.A. (Portugal)
Institute of Theoretical Psychology, University of Institute of Theoretical Psychology, University of Bamberg (Germany)Bamberg (Germany)
(2) The Bullying Problem(2) The Bullying Problem
Repeated negative action that occurs regularly over time with the Repeated negative action that occurs regularly over time with the intention to hurt; imbalance of power between pupilsintention to hurt; imbalance of power between pupils ( (Olweus, Olweus, 1999) 1999)
Main types of bullying behaviour:Main types of bullying behaviour: direct/physicaldirect/physical (punching, kicking, …) (punching, kicking, …) verbalverbal (nasty name calling) (nasty name calling) relational relational (social exclusion, rumour spreading) (social exclusion, rumour spreading)
Bullying roles: Bullying roles: bully, victim, bully-victim, bystanderbully, victim, bully-victim, bystander
Intervention initiatives: limited success in reducing bullying Intervention initiatives: limited success in reducing bullying problemsproblems innovative approach neededinnovative approach needed
(3) Empathy (3) Empathy and it’s Role and it’s Role for FearNot!for FearNot!
• Believable scenarios: collaboration with schoolsBelievable scenarios: collaboration with schools• Believable characters: Believable characters:
Design:Design: cartoon characters instead of cartoon characters instead of almostalmost realistic characters (“uncanny realistic characters (“uncanny valley”; valley”; Mori, 1978 Mori, 1978 ))
Autonomy:Autonomy: agents act autonomously “creating” stories runtime (emergent agents act autonomously “creating” stories runtime (emergent narrative)narrative)
Personality:Personality: coherent behaviour based on personality parameters coherent behaviour based on personality parameters
EmpathyEmpathy
(3) Empathy (3) Empathy and it’s Role and it’s Role for FearNot!for FearNot!
Changes in the internal state of an Changes in the internal state of an “observer” due to the perceived internal “observer” due to the perceived internal state of a “target”state of a “target” Cognitive EmpathyCognitive Empathy::
Observer knows the internal state of the targetObserver knows the internal state of the target
Affective EmpathyAffective Empathy::
Observer feels something due to the perception of the internal state of the targetObserver feels something due to the perception of the internal state of the target
Ideomotoric EmpathyIdeomotoric Empathy::Motoric pre-activation within the observer due to perception of target movementMotoric pre-activation within the observer due to perception of target movement
(3) Empathy (3) Empathy and it’s Role and it’s Role for FearNot!for FearNot!
11) promoting empathic relationships ) promoting empathic relationships between user and characterbetween user and character
2) designing empathic agents2) designing empathic agents
Empathy towards Virtual Empathy towards Virtual Agents – Agents – The FPS ExperimentThe FPS Experiment
First Person-ShooterDoom:
Player experiences the 3D virtual world through the eyes of the hero while killing monsters
The FPS Experiment - The FPS Experiment - Research QuestionsResearch Questions
Does empathy play a role in player – agent Does empathy play a role in player – agent relationship?relationship?
How does empathy affect the virtual How does empathy affect the virtual aggressive behaviour?aggressive behaviour?
The FPS ExperimentThe FPS ExperimentDevelopment of FPS using „3D gamestudio“ Development of FPS using „3D gamestudio“ softwaresoftware game duration, protocols, experimental manipulation game duration, protocols, experimental manipulation
of opponent designof opponent design
Game parameters:Game parameters: number of killed opponents, number of objects, number of killed opponents, number of objects,
duration, life energyduration, life energy
Sample:Sample: 30 subjects (10 male, 20 female)30 subjects (10 male, 20 female) age 19-33 (M=22.4; SD=3.56)age 19-33 (M=22.4; SD=3.56)
The FPS Experiment - The FPS Experiment - OpponentsOpponents
Humans
Box
Cartoon
Robots
The FPS ExperimentThe FPS Experiment - - Experimental DesignExperimental Design
Initial Initial DiagnosisDiagnosis
Neo-FFI, TMMS, Empathy Scale, Neo-FFI, TMMS, Empathy Scale, Aggression, CompetenceAggression, Competence
1. Game1. GameSubjects are randomly assigned to Subjects are randomly assigned to one of the opponents (Box, one of the opponents (Box, Cartoon, Humans, Robots)Cartoon, Humans, Robots)
2. Game2. Game Free choice of opponentFree choice of opponent
InterviewInterview Questions on the experiment, on Questions on the experiment, on empathy, on the opponents etc.empathy, on the opponents etc.
The FPS ExperimentThe FPS Experiment
The FPS Experiment - The FPS Experiment - ResultsResults
Highly empathic subjects empathize Highly empathic subjects empathize more with (human-like) opponents more with (human-like) opponents
Choice of opponent, scruplesChoice of opponent, scruples
Affective/Cognitive Empathy: no influence Affective/Cognitive Empathy: no influence on successful playingon successful playing
Importance of emotional expression for Importance of emotional expression for empathic processesempathic processes
Ideomotoric Empathy: positively Ideomotoric Empathy: positively correlated with successcorrelated with success
Anticipation of opponents’ motoric actionAnticipation of opponents’ motoric action
(4) Designing (4) Designing FearNot!FearNot! CharactersCharacters
1) promoting empathic relationships between user 1) promoting empathic relationships between user and characterand character Similarity: Similarity: facilitates empathic processesfacilitates empathic processes Emotional expression: Emotional expression: facial and body expression, speech facial and body expression, speech
actsacts Situation: Situation: higher-order control mechanism to allow for higher-order control mechanism to allow for
reasonable episode sequencingreasonable episode sequencing
2) designing empathic agents2) designing empathic agents agent acts in empathic way towards other agentsagent acts in empathic way towards other agents agent architectureagent architecture
(4) (4) FearNot!FearNot! Characters Characters
John Martina Luke
(4.2) (4.2) Designing Empathic Designing Empathic AgentsAgents
Agent Requirements: Agent Requirements:
recognise other agents’ states by emotional recognise other agents’ states by emotional expressions expressions
express emotions by voice, facial/body express emotions by voice, facial/body expressionsexpressions
““have” emotions that are linked with actionhave” emotions that are linked with action
(4.2) (4.2) Designing Empathic Designing Empathic AgentsAgents
(4.2) (4.2) Designing Empathic Designing Empathic AgentsAgentsActionsActions Joy:Joy: smile, laugh, dance smile, laugh, dance
Happy-For:Happy-For: felicitate, encourage felicitate, encourage
Sorry-For:Sorry-For: apologise, encourage, protect apologise, encourage, protect
Anger:Anger: ignore, hit, aggress, avoid, humiliate ignore, hit, aggress, avoid, humiliate
Distress:Distress: cry, sit on the floor, beg cry, sit on the floor, beg
Speech ActsSpeech Acts
Semi-realistic (3D) school environmentSemi-realistic (3D) school environment
Adaptable to different situations: Adaptable to different situations: country; gender; rural/urban; large/small country; gender; rural/urban; large/small schoolschool
Must run on school computersMust run on school computers
Must enable evaluation processMust enable evaluation process
(5) FearNot! (5) FearNot! RequirementsRequirements
(5) FearNot!(5) FearNot! Creating Bullying ScenariosCreating Bullying Scenarios
Development of Development of physical & relational physical & relational bullying scenarios bullying scenarios using software using software 'Kar2ouche’ 'Kar2ouche’
Bullying incidents are Bullying incidents are episodic by natureepisodic by natureInspired by “real” bullying Inspired by “real” bullying situations: cooperation with situations: cooperation with schoolsschools
(5) FearNot! Structure(5) FearNot! Structure
Episodes:Watching unfolding bullying events
Introspection Phase: Communication with the victimized character
Trailer
(6) Speech Acts(6) Speech Acts
Specific challenges: Specific challenges: bullying context & cross-cultural bullying context & cross-cultural implementationimplementation
Agents interact using discrete actions, within a Agents interact using discrete actions, within a reception / appraisal / selection loop: reception / appraisal / selection loop: common common representationrepresentation
Speech Acts consist of Speech Acts consist of Semantic info: the meaning of utteranceSemantic info: the meaning of utterance Function: the purpose of the utteranceFunction: the purpose of the utterance
(6) Speech Acts (6) Speech Acts
Predefined set of speech actsPredefined set of speech acts
Classified alongside intended actions: Classified alongside intended actions: threat, apology, insultthreat, apology, insult
Use of templates for each speech actUse of templates for each speech actTemplate:Template:<GreetingWord><Name?><StatusQuestion?><GreetingWord><Name?><StatusQuestion?>
Language Act:Language Act:<From>Tom</From><To>Luke</To><semanticInfo name=”true” <From>Tom</From><To>Luke</To><semanticInfo name=”true” statusQuestion=”random”/>statusQuestion=”random”/>
Yields:Yields:Hello Luke, how are you?Hello Luke, how are you?
(6) Speech Acts (6) Speech Acts The FearNot! language action knowledge base
HELPHELP Enquiry about emotional state Help offer Advice regarding problems Protection Assistance
CONFRONTATIONCONFRONTATION Altercation Physical bullying expressions Threats, insults, orders, aggressive behaviour
SOCIALISINGSOCIALISING Social discussions Relational bullying (exclusion patterns)
(6) Speech Acts(6) Speech Acts Wizard of Oz ExperimentWizard of Oz Experiment
User-agent-interactionUser-agent-interaction
Goal: collecting utterances and spelling Goal: collecting utterances and spelling mistakes that are typically used by the target mistakes that are typically used by the target groupgroup
Method: child user “interacts” with the victim Method: child user “interacts” with the victim character (= wizard) providing advicecharacter (= wizard) providing advice
Sample: 8 German pupils (4Sample: 8 German pupils (4♂;♂; 4♀) 4♀) aged 8-10aged 8-10
(6) (6) Wizard of Oz Experiment:Wizard of Oz Experiment:Example Example
DialogueDialogueWizard Child
Hello. My name is Hans. What is your name?
Tobias
I have a problem: Luke keeps bullying and hitting me. What can I do?
Next time you hit him back in the face and make him cry.
I already tried that, I’m afraid… it didn’t work out too well.
Then take something of him and break it.
Why do you think this would help?Why do you think this would help? Then he would realize what he keeps doing Then he would realize what he keeps doing to you.to you.
And if he gets back at me?And if he gets back at me? Then just go and tell the teacher…Then just go and tell the teacher…
……Thank you very much for your help! Bye, Thank you very much for your help! Bye, Tobias!Tobias!
Evaluation Design – Main Evaluation Design – Main InterestInterestDoes the software meet the technical and Does the software meet the technical and usability requirements?usability requirements?
Does the interaction with FearNot affect Does the interaction with FearNot affect children’s (views on) bullying behaviour?children’s (views on) bullying behaviour?
Can FearNot help to improve the empathic Can FearNot help to improve the empathic abilities of the child users?abilities of the child users?
Do children actually develop empathy towards Do children actually develop empathy towards the characters in the scenarios?the characters in the scenarios?
VICTEC Trailer EvaluationVICTEC Trailer Evaluation
Goal: evaluation of Goal: evaluation of likeability of the 3-D characters likeability of the 3-D characters believability of the bullying scenariosbelievability of the bullying scenarios empathic feelings created between the child user and empathic feelings created between the child user and
the animated characters the animated characters
Results: Results: (UK sample)(UK sample)
children like cartoon characterschildren like cartoon characters 68% of children reported high story believability68% of children reported high story believability physical attributes of the characters rated as physical attributes of the characters rated as
unbelievable by some children, but no negative unbelievable by some children, but no negative impact on story engagement & believabilityimpact on story engagement & believability
Further information on Further information on the project…the project…
•Ruth Aylett (project coordinator)
•Sibylle Enz, Carsten Zoll, Harald Schaub{sibylle.enz;carsten.zoll;harald.schaub}@ppp.uni-bamberg.de
•The Project Website
www.victec.org