This study concerns virtual environments for training in operational conditions. The principal developed idea is that these environments are heterogeneous and open multi-agent systems. The MASCARET model is proposed to organize the interactions between agents and to provide them reactive, cognitive and social abilities to simulate the physical and social environment. The physical environment re...

This study concerns virtual environments for training in operational conditions. The principal developed idea is that these environments are heterogeneous and open multi-agent systems. The MASCARET model is proposed to organize the interactions between agents and to provide them reactive, cognitive and social abilities to simulate the physical and social environment. The physical environment re...

Research suggests that in learning environments that aim at factual knowledge acquisition pedagogical agents can act as tools to direct students’ learning processes. Whether pedagogical agents have a similar impact in more open learning environments has not yet been addressed. In order to fill this gap, this contribution discusses a study in which two experimental conditions are compared to a c...

The development of pedagogical agents has been focused on the empirical relevance of outward appearance and the voiced conveyance of information. Rather than following these steps of analysing agents' looks, the following paper is focused on having pedagogical agents function proactively in regard to the environment the learner is situated in. This means agents are able to listen and react to n...

acquiring and modeling knowledge in Intelligent Tutoring Systems (ITS) design is more complex than in most other knowledge based systems since ITS incorporate different kinds of expertise (knowledge on the subject matter, knowledge on the learner’s knowledge, pedagogical expertise, etc.) that evolve continuously. The pedagogical expertise, in particular, tends to be distributed among several co...

acquiring and modeling knowledge in Intelligent Tutoring Systems (ITS) design is more complex than in most other knowledge based systems since ITS incorporate different kinds of expertise (knowledge on the subject matter, knowledge on the learner’s knowledge, pedagogical expertise, etc.) that evolve continuously. The pedagogical expertise, in particular, tends to be distributed among several co...

on animated pedagogical agents at the Center for Advanced Research in Technology for Education (CARTE) at the University of Southern California/Information Sciences Institute. Animated pedagogical agents, nicknamed guidebots, interact with learners to help keep learning activities on track. They combine the pedagogical expertise of intelligent tutoring systems with the interpersonal interaction...

This paper gives an overview of current research on pedagogical agents at CARTE in the USC / Information Sciences Institute. Pedagogical agents, also nicknamed “guidebots,” interact with learners in order to help keep learning activities on track. Social intelligence is required in order to engage in tutorial interactions with the learners, properly interpret the interactions of learners with o...

This discussion paper gives an overview of the shortcomings of existing computer-based business simulation games and identifies the requirements for developing an integrated gaming environment based on active intelligent agents and interactive pedagogical agents. In particular, methods are presented to integrate a business game vertically and horizontally employing reusable intelligent agent te...

Lifelike animated agents for knowledge-based learning environments can provide timely, customized advice to support learners’ problem-solving activities. By drawing on a rich repertoire of emotive behaviors to exhibit contextually appropriate facial expressions and emotive gestures, these agents could exploit the visual channel to more effectively communicate with learners. To address these iss...