scholarly journals Simulating Interactive Learning Scenarios with Intelligent Pedagogical Agents in a Virtual World through BDI-Based Agents

2013 ◽  
Vol 3 (2) ◽  
pp. 41 ◽  
Author(s):  
Mohamed Soliman ◽  
Christian Guetl
Keyword(s):  
Virtual Worlds ◽  
Intelligent Agents ◽  
Virtual World ◽  
Pedagogical Agents ◽  
Learning Effectiveness ◽  
Bdi Agents ◽  
The Road ◽  
Functional Richness ◽  
Intelligent Behavior ◽  
Agent Platforms

<span style="font-size: 10.0pt; font-family: &quot;Times New Roman&quot;,&quot;serif&quot;; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;">Intelligent Pedagogical Agents (IPAs) are designed for pedagogical purposes to support learning in 3D virtual learning environments. Several benefits of IPAs have been found adding to support learning effectiveness. Pedagogical agents can be thought of as a central point of interaction between the learner and the learning environment. And hence, the intelligent behavior and functional richness of pedagogical agents have the potential to reward back into increased engagement and learning effectiveness. However, the realization of those agents remains to be a challenge based on intelligent agents in virtual worlds. This paper reports the challenging reasons and most importantly an approach for simplification. A simulation based on BDI agents is introduced opening the road for several extensions and experimentation before implementation of IPAs in a virtual world can take place. The simulation provides a proof-of concept based on three intelligent agents to represent an IPA, a learner, and learning object implemented in JACK and Jadex intelligent agent platforms. To that end, the paper exhibits the difficulties, resolutions, and decisions made when designing and implementing the learning scenario in both domains of the virtual world and the agent-based simulation while comparing the two agent platforms.</span>

scholarly journals A Study on Design Requirement Development and Satisfaction for Future Virtual World Systems

2020 ◽  
Vol 12 (7) ◽  
pp. 112
Author(s):  
Bingqing Shen ◽  
Weiming Tan ◽  
Jingzhi Guo ◽  
Hongming Cai ◽  
Bin Wang ◽  
...  
Keyword(s):  
Trend Analysis ◽  
Virtual Worlds ◽  
Intelligent Agents ◽  
Virtual World ◽  
Mixed Reality ◽  
System Development ◽  
World System ◽  
Design Requirement ◽  
Ongoing Research ◽  
System Architectures

Virtual worlds have become global platforms connecting millions of people and containing various technologies. For example, No Man’s Sky (nomanssky.com), a cross-platform virtual world, can dynamically and automatically generate content with the progress of user adventure. AltspaceVR (altvr.com) is a social virtual reality platform supporting motion capture through Microsoft’s Kinect, eye tracking, and mixed reality extension. The changes in industrial investment, market revenue, user population, and consumption drive the evolution of virtual-world-related technologies (e.g., computing infrastructure and interaction devices), which turns into new design requirements and thus results in the requirement satisfaction problem in virtual world system architecture design. In this paper, we first study the new or evolving features of virtual worlds and emerging requirements of system development through market/industry trend analysis, including infrastructure mobility, content diversity, function interconnectivity, immersive environment, and intelligent agents. Based on the trend analysis, we propose a new design requirement space. We, then, discuss the requirement satisfaction of existing system architectures and highlight their limitations through a literature review. The feature-based requirement satisfaction comparison of existing system architectures sheds some light on the future virtual world system development to match the changing trends of the user market. At the end of this study, a new architecture from an ongoing research, called Virtual Net, is discussed, which can provide higher resource sufficiency, computing reliability, content persistency, and service credibility.

Reinforcement Learning-Based Intelligent Agents for Improved Productivity in Container Vessel Berthing Applications

2011 ◽  
pp. 155-184 ◽  
Author(s):  
Prasanna Lokuge ◽  
Damminda Alahakoon
Keyword(s):  
Reinforcement Learning ◽  
Intelligent Agents ◽  
Fuzzy Inference ◽  
Container Terminals ◽  
Bdi Agents ◽  
Inference System ◽  
Business Applications ◽  
Neuro Fuzzy ◽  
Bdi Agent ◽  
Intelligent Behavior

This chapter introduces the use of hybrid intelligent agents in a vessel berthing application. Vessel berthing in container terminals is regarded as a very complex, dynamic application, which requires autonomous decision-making capabilities to improve the productivity of the berths. In this chapter, the dynamic nature of the container vessel berthing system has been simulated with reinforcement learning theory, which essentially learns what to do by interaction with the environment. Other techniques, such as Belief-Desire-Intention (BDI) agent systems have also been implemented in many business applications. The chapter proposes a new hybrid agent model using an Adaptive Neuro Fuzzy Inference System (ANFIS), neural networks, and reinforcement learning methods to improve the reactive, proactive and intelligent behavior of generic BDI agents in a shipping application.

Living in both the real and virtual worlds

2001 ◽  
Vol 9 (2) ◽  
pp. 213-225
Author(s):  
NADIA MAGNENAT-THALMANN
Keyword(s):  
Virtual Worlds ◽  
Intelligent Agents ◽  
Virtual World ◽  
Virtual Human ◽  
Medical Simulation ◽  
Exotic Animals ◽  
Virtual Self ◽  
Enormous Amount ◽  
Virtual Actors ◽  
Human Touch

What is the cyberworld and what is it for? Until now, most virtual worlds have shown interplanetary worlds where aliens or exotic animals live. In the future, virtual worlds will be populated by virtual actors and these actors will act in different situations. For example, in medical simulation, where they will be used as models for surgery, or where such virtual actors will play our roles in telecommunications processes or in entertainment, where we could join a virtual ballet or concert and be, as a virtual self, part of the virtual world. We will also be able, as a virtual human, to interact with virtual actors and explain all kinds of situations. The virtual actors will embody intelligent agents and give a human touch to the interaction with the computer. It will be as if we could deal with kind, affordable and smart humans who will be at our disposal at any time, with a lot of knowledge, and who will help us to understand, to learn and to experience situations that would be impossible without them. The door is then open to an enormous amount of new experience coming from the virtual world.

Facilitating 3D Virtual World Learning Environments Creation by Non-Technical End Users through Template-Based Virtual World Instantiation

2013 ◽  
Vol 4 (1) ◽  
pp. 32-48 ◽  
Author(s):  
Chang Liu ◽  
Ying Zhong ◽  
Sertac Ozercan ◽  
Qing Zhu
Keyword(s):  
Learning Environments ◽  
Virtual Worlds ◽  
Virtual World ◽  
Three Dimensional ◽  
End Users ◽  
Preliminary Evaluation ◽  
3D Design ◽  
Domain Specific ◽  
Functional Learning ◽  
Preliminary Experimental Data

This paper presents a template-based solution to overcome technical barriers non-technical computer end users face when developing functional learning environments in three-dimensional virtual worlds (3DVW). iVirtualWorld, a prototype of a platform-independent 3DVW creation tool that implements the proposed solution, facilitates 3DVW learning environment creation through semantics-based abstract 3DVW representation and template-based 3DVW instantiation. iVirtualWorld provides a wizard to guide the 3DVW creation process, and hide low-level programming and 3D design details through higher-level abstracts supported by pre-defined templates. Preliminary evaluation of the effectiveness of iVirtualWorld showed positive results. The contribution of this study is threefold: 1) It provides a paradigm for investigating and developing 3DVW building tools from end users’ perspective; 2) It develops a prototype of a 3DVW building tool, which gives educators a framework to easily create educational virtual worlds using domain-specific concepts; 3) It conducts empirical research and collected preliminary experimental data for evaluation.

Virtual Reality (VR) in Pediatrics: Innovative Perspectives With Special Reference To Clinical Applications and Pediatric Rehabilitation

2021 ◽  
Author(s):  
Stefan Bittmann
Keyword(s):  
Virtual Reality ◽  
Virtual Environment ◽  
Virtual Worlds ◽  
Virtual World ◽  
Mixed Reality ◽  
Clinical Applications ◽  
Virtual Space ◽  
Data Glove ◽  
Input Devices ◽  
Head Mounted Displays

Virtual reality (VR) is the term used to describe representation and perception in a computer-generated, virtual environment. The term was coined by author Damien Broderick in his 1982 novel “The Judas Mandala". The term "Mixed Reality" describes the mixing of virtual reality with pure reality. The term "hyper-reality" is also used. Immersion plays a major role here. Immersion describes the embedding of the user in the virtual world. A virtual world is considered plausible if the interaction is logical in itself. This interactivity creates the illusion that what seems to be happening is actually happening. A common problem with VR is "motion sickness." To create a sense of immersion, special output devices are needed to display virtual worlds. Here, "head-mounted displays", CAVE and shutter glasses are mainly used. Input devices are needed for interaction: 3D mouse, data glove, flystick as well as the omnidirectional treadmill, with which walking in virtual space is controlled by real walking movements, play a role here.

scholarly journals Development of an online learning environment for geography and geology using Minecraft

2019 ◽  
Vol 1 ◽  
pp. 1-1
Author(s):  
Junko Iwahashi ◽  
Yoshiharu Nishioka ◽  
Daisaku Kawabata ◽  
Akinobu Ando ◽  
Hiroshi Une
Keyword(s):  
High School ◽  
Virtual Worlds ◽  
Junior High School ◽  
Virtual World ◽  
Junior High ◽  
Computer Game ◽  
First Grade ◽  
Real Field ◽  
Modern World ◽  
Understanding Of Science

<p><strong>Abstract.</strong> The purpose of this research is to give children a geographical viewpoint, and to encourage an interest in, and awareness of, landforms and geology. We created a system based on an exploration type computer game and verified the educational effects. Moreover, we aim to reach not only the virtual aspect but we also have a goal of creating interest in the actual field. As a secondary effect, by using a computer game that attracts children’s interest, we aim to make the experience of solving issues subjective and active even if the player is a passive child, a child with little inquiry, or a child who is not adept at self-assertion. With this new approach, we also hope to interact with young generations who usually do not interact with researchers.</p><p>Many thematic maps of geography and geology are already published on the Web. They are popular among those who need to collect and view the information for some reason or with those who are interested in observing topographic maps and are interested in geology. However, in particular, the approach to children who do not have such motivation needs one more step: a mechanism to induce an inquiring mind, and a mechanism that leads to finding the information and having interest in the real field.</p><p>The platform of this research is Minecraft Education Edition (Mojang/Microsoft). Minecraft is very popular game software which has exceeded one hundred million users worldwide in recent years, and in Japan there are many elementary and junior high school student enthusiasts of Minecraft. In the game a user explores a virtual world made of cubic blocks. The blocks imitate vegetation, rock formations, and other items, and can create various puzzles. In recent years, the release of the Education Edition assumes use in classrooms.</p><p>In this research, we have constructed a virtual world tailored to a specific junior high school which teaches science classes to first grade students. First, we re-created the actual school buildings and also included the underground geologic strata based on data from boring. In addition, we created a mechanism to expand children’s imagination and knowledge about past environments which can be understood from the geological strata. We also provided checkpoints and gave challenges regarding knowledge about the formation of the land. Together with this modern world, we created ancient virtual worlds so users may understand the geological history around the school’s location.</p><p>Through the experience of this research, we were able to confirm the mechanisms for promoting motivation in children and aiding their understanding of science. It can be applied to systems other than Minecraft, and it can contribute to educational support in a wide variety of fields.</p>

scholarly journals Virtual Worlds Round Table

2009 ◽  
Vol 1 (3) ◽  
Author(s):  
Nick Yee ◽  
Liz Losh ◽  
Sarah Robbins-Bell
Keyword(s):  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
Round Table ◽  
State University ◽  
Online Journal ◽  
Ball State University

By being an online journal, the JVWR allows for the inclusion of some pieces that might not otherwise fit a standard journal. This was the thought behind bringing together a group of virtual world scholars to discuss a series of questions and share their thoughts. Meeting in Second Life, Nick Yee (PARC), Liz Losh (UC Irvine), and Sarah Robbins-Bell (Ball State University) were gracious enough to share their thoughts on the study of virtual worlds culture.

scholarly journals Shakespeare in Digital Games and Virtual Worlds

2018 ◽  
Vol 18 (33) ◽  
pp. 129-144 ◽  
Author(s):  
Eleni Timplalexi
Keyword(s):  
Visual Arts ◽  
Virtual Worlds ◽  
Virtual World ◽  
Digital Games ◽  
Fundamental Aspect ◽  
Digital Gaming ◽  
Digital Performance ◽  
History Of ◽  
Immense Potential ◽  
First Time

Shakespeare’s plays have long flirted with using various artistic and medial forms other than theatre, such as cinema, music, visual arts, television, comics, animation and, lately, digital games and virtual worlds. Especially in the 20th and 21st century, a fascination with Shakespeare both as a historical and theatrical figure and as a playwright has become evident in screen based media (cinema, television and video), ranging from “faithful,” almost documented performances of his plays to free style adaptations or vague film references. Digital games and virtual worlds carry on this tradition of the transmedial journey of Shakespeare’s plays to screen based media but top it up with new forms of interaction and performativity. For the first time in the history of mankind everyone can enjoy firsthand from his armchair and for free the experience of taking part in a play by the Bard by entering a virtual world as if it was a stage and by assuming roles through avatars. The article attempts first to introduce the reader to the deeper needs that gave rise to animation, a fundamental aspect of digital gaming and virtual worlds. It then tries to illuminate the various facets of digital performance and gaming, especially in relation to Shakespeare-themed and inspired digital games and virtual worlds, by putting forward some axes of classification. Finally, it both suggests some ideas that may be of use in rendering the Shakespeare gaming experience more “complete” and “theatrical” and ends by acknowledging the immense potential for the exploration of theatricality and performativity in digital games and virtual worlds.

scholarly journals The Griefer and the Stalker: Disruptive Actors in a Second Life Educational Community

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Jean-Paul Lafayette DuQuette
Keyword(s):  
Language Learning ◽  
Learning Community ◽  
Virtual Worlds ◽  
Second Life ◽  
Virtual World ◽  
English Language ◽  
Participant Observation ◽  
Structured Interviews ◽  
Community Members ◽  
Fear And Anxiety

Linden Lab’s Second Life (SL) is well-known for its hands-off approach to user conflict-resolution. Although users are given tools to mute and block individual accounts as well as ban undesirable avatars from user-owned land, that does not prevent determined, malicious users from disrupting communities and harassing individuals. This case study focuses on two such malicious users exemplary of two specific types of malevolent virtual world actors: in-world griefers and online stalkers. As part of a decade-long ethnographic research project within the Cypris Chat English language learning community in SL, this paper utilizes data gleaned from notes on participant observation, semi-structured interviews, and first-hand encounters. It categorizes the disparate strategies these individuals have used over the years in their attempts to disrupt group cohesion, sow distrust between students and teachers, humiliate individuals, and foment an atmosphere of fear and anxiety. It then reviews the methods community members used to defend themselves from such attacks and analyzes the efficacy of these strategies. This study builds on our understanding of harassment in virtual worlds and acts as a cautionary tale for future virtual world educators and community leaders considering the development of their own online classes and groups.

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