Making Learning FunE-Drama Project

On-line dramatic improvisation (role-play) with Artificial Intelligence enhancements

John Barnden, University of BirminghamAmanda Oldroyd, BT Group CTOJemima Cattel, Hi8us Midlands LtdJonnie Turpie, Maverick TV Ltd

Presentation Structure

Introduction Benefits of software AI developments User study feedback 3D interfaces Insights

Introduction: What is E-drama

In this presentation, e-drama means dramatic improvisation or role-play where the actors don’t work on a real stage but instead sit at computers and operate virtual on-screen characters. Actors type in “speeches” which are shown in speech bubbles. There is usually also a director who sits at another computer.

from a version of the edrama system from Hi8us – already a proven tool

Usually a loose scenario is specified,

such as a School Bullying scenario,

or an educational scenario (History, Science, etc.)

Seminar Themes Addressed

Making learning more motivating and fun

Challenging game-like activities

Creativity

Various types of hard-to-reach learner, and shy or disaffected learners

Next-generation e-learning resources

The Point of E-Drama

Complements the use of live improvisation in learning and creativity.

It is anonymous and therefore less intimidating, and also more motivating: 92% of school students in recent test found

edrama less nervous-making

81% found it more enjoyable overall

Beneficial for emotionally difficult topics.

Plan of Rest of Talk

Directorial interventions

Desirability of semi-automating them

Current developments towards this

Points from recent user-testing

More advanced graphics

Directorial Intervention

Director can intervene to keep the drama on fruitful tracks,

incl. with regard to expressed emotions.

Director can send (written) messages to all actors or “whisper” to an individual one.

Director can introduce a bit-part character such as a policeman to stir the action up.

A Reason for Directorial Intervention

Emotional and other “affective” expression is inappropriate, excessive or lacking.

-- Swearing or out-of-character rudeness

-- Excessive anger or hostility

-- Lack of expected hostility

-- Lack of expected embarrassment

-- Lack of expected concern about someone’s

emotional state

Artificial Intelligence and Human-Language Processing

Problem: demands on director are substantial.

Partial automation would be beneficial.

We are implementing automated detection of affect (e.g., emotion), hence

automated directorial interventions, incl. introduction of automated affect-sensitive bit-part characters

Will allow more widespread and untrained use. Scalability, distributed interaction

Artificial Intelligence, contd

The automation is not intended or expected to make the overall experience better.

It would be a good result if it made it not too much worse!

Automated Bit-Part Character

EmEliza is our first research-prototype program for operating an automated affect-sensitive bit-part character:

It detects affective aspects of the other characters’ speeches, makes certain types of inference, and makes short response speeches.

Operating in our demo here.

EmEliza – A Bit-part Character Actor

EmEliza’s character’s replies

Why not let your mum talk to his parents

Oh, dear, Please be more brave. Help will be here soon.

You look like a real trouble maker.

Human-acted character

I am scared of Mayid. He is a bully.

I can't move my legs and it's killing me! boo hoo *cries*

I am going to hit you.

EmEliza’s perception of that character

[A LITTLE BIT SCARED]

[VERY SCARED]

[A LITTLE BIT THREATENING]

User Testing: Pilot RunSwanshurst School, Birmingham, May 2005

Methodology:39 subjects were involved

over two days. Each of them participated in

both of the two selected scenarios, namely School Bullying and Crohn’s Disease, with/without EmEliza.

One Result:

Nobody suspected that (sometimes) one bit-part character was computer-operated.

Some Preliminary User-Testing Results

When a certain character “Dave” was played by EmEliza:

Little effect on the proportion of (other) actors who regarded Dave as being poorly played.

NB: substantial effect on various other measures and on actors’ comments.

Having EmEliza as Dave, contd.

Did raise the proportion of actors who got bored from 9% to 18% …. BUT

Reduced the proportion of actors saying they disliked playing their own character from 24% to 12%.

Raised the proportion of actors who wanted the improv to be longer from 74% to 88%.

Adding 3rd Dimension

Dealing with sophisticated user groups: Experience with gaming technologies High expectations

3d characters and customisation 3d virtual environments

Realtime 3D Rendering

Virtual world rendering architecture (TARA): realtime 3D engine for avatars and backgrounds

3D virtual characters with customisation and animation libraries

Expressive Behaviour - Demeanour System

Generating expressive body language for virtual characters in order to create emotionally richer on-line experiences

Behaviour is generated based on a set of parameters representing emotion, mood, personality etc.

Customise characters’ behaviour in advance.

Automated Behaviour linked to profiles

Profiles related to the key character types in the role-play structure

Each avatar animates automatically in response to other characters

No user intervention required during role-play

Main characte

r

Friend Antagonist

Arbitrator Bit-parts

profiles

Review

Hi8us edrama is already a proven tool, used by a range of users in a range of settings.

Building on established role-play techniques – online. AI enhancements provide the opportunity to enable

more widespread and untrained use. 3D enhancements build on existing software to

provide a richer user experience with low overhead.

Benefits of E-Drama: from Learner Point of View

“It was really fun and a change from ordinary activities to help understand bullying and diseases”

“I preferred using this to having a conversation face to face because you can almost ‘hide’ behind the character”

Benefits of E-Drama: from Teacher Point of View

Releases learner creativity, free from peer pressure

Encourages learner involvement

Motivates study of the included background material

Low overhead for teachers to become proficient in running sessionsIt’s fun for the teacher too!: can be guide, actor or director

Seminar Themes Addressed

Making learning more motivating and fun

Challenging game-like activities

Creativity

Various types of hard-to-reach learner, and shy or disaffected learners

Next-generation e-learning resources

Thank you

Questions

http://www.cs.bham.ac.uk/research/projects/edrama/