Relevant bibliographies by topics / Animated agents

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Animated agents'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Animated agents"

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Heller, R., and M. Procter. "Animated Pedagogical Agents." International Journal of Web-Based Learning and Teaching Technologies 4, no. 1 (2009): 54–65. http://dx.doi.org/10.4018/jwltt.2009010104.

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Jia, He (Michael), B. Kyu Kim, and Lin Ge. "Speed Up, Size Down: How Animated Movement Speed in Product Videos Influences Size Assessment and Product Evaluation." Journal of Marketing 84, no. 5 (2020): 100–116. http://dx.doi.org/10.1177/0022242920925054.

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Digital ads often display video content in which immobile products are presented as if they are moving spontaneously. Six studies demonstrate a speed-based scaling effect, such that consumers estimate the size of an immobile product to be smaller when it is animated to move faster in videos, due to the inverse size–speed association they have learned from the domain of animate agents (e.g., animals, humans). Supporting a cross-domain knowledge transfer model of learned size–speed association, this speed-based scaling effect is (1) reduced when consumers perceive a product’s movement pattern as less similar to animate agents’ movement patterns, (2) reversed when a positive size–speed association in the base domain of animate agents is made accessible, (3) attenuated for consumers who have more knowledge about the target product domain, and (4) mitigated when explicit product size information is highlighted. Furthermore, by decreasing assessed product size, fast animated movement speed can either positively or negatively influence willingness to pay, depending on consumers’ size preferences.
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Louwerse, Max M., Arthur C. Graesser, Shulan Lu, and Heather H. Mitchell. "Social cues in animated conversational agents." Applied Cognitive Psychology 19, no. 6 (2005): 693–704. http://dx.doi.org/10.1002/acp.1117.

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Yuasa, Masahide. "Do You Forgive Past Mistakes of Animated Agents? A Study of Instances of Assistance by Animated Agents." Journal of Advanced Computational Intelligence and Intelligent Informatics 24, no. 3 (2020): 404–12. http://dx.doi.org/10.20965/jaciii.2020.p0404.

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Many studies on human–computer interaction have demonstrated that the visual appearance of an agent or a robot significantly influences people’s perceptions and behaviors. Several studies on the appearance of agents/robots have concluded that consistency between expectations from an agent’s or a robot’s appearance and performances was an important factor to the continuous use of these agents/robots. This is because users would stop interacting with the agents/robots when predictions are not met by actual experiences. However, previous studies mainly focused on the consistency between an initial expectation and a performance of a single instance of a task. The influence of the orders of successes or failures for more than one instance of a task has not been examined in detail. Therefore, in this study, we investigate the order effects of how the timing of sufficient or insufficient results of animated agents affects user evaluation. This will lead to the contribution to fill the lack of studies regarding more than one task in the field of human–computer interaction and to realize the continuous use of agents/robots as long as possible and to avoid stopping to use the agents/robots owing to their successful design. We create a simulated retrieval website and conduct an experiment using retrieval assistant agents that show both sufficient and insufficient results for more than one instance of retrieval tasks. The experimental results demonstrated a recency effect wherein the users significantly revised their evaluations of the animated agents based on new information more than that based on initial evaluations. The investigation of the case of repeated instances of a task and the influence of successes or failures is important for designing intelligent agents that may show incomplete results in intelligent tasks. Furthermore, the result of this study will contribute to build strategies to design behaviors of agents/robots that have a high or low evaluation based on their appearance in advance to prevent users from stopping use of the agents/robots.
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Kappagantula, Sri Rama Kartheek, Nicoletta Adamo-Villani, Meng-Lin Wu, and Voicu Popescu. "Automatic Deictic Gestures for Animated Pedagogical Agents." IEEE Transactions on Learning Technologies 13, no. 1 (2020): 1–13. http://dx.doi.org/10.1109/tlt.2019.2922134.

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Cole, Ron, Tim Carmell, Pam Connors, et al. "Intelligent animated agents for interactive language training." ACM SIGCAPH Computers and the Physically Handicapped, no. 61 (June 1998): 5–10. http://dx.doi.org/10.1145/288076.288077.

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Baldassarri, Sandra, Eva Cerezo, and Francisco J. Seron. "Maxine: A platform for embodied animated agents." Computers & Graphics 32, no. 4 (2008): 430–37. http://dx.doi.org/10.1016/j.cag.2008.04.006.

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NISHIMURA, YOSHITAKA, KAZUTAKA KUSHIDA, HIROSHI DOHI, et al. "DEVELOPMENT OF MULTIMODAL PRESENTATION MARKUP LANGUAGE MPML-HR FOR HUMANOID ROBOTS AND ITS PSYCHOLOGICAL EVALUATION." International Journal of Humanoid Robotics 04, no. 01 (2007): 1–20. http://dx.doi.org/10.1142/s0219843607000947.

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Animated agents that act and speak as attendants to guests on shopping web sites are becoming increasingly popular. Inspired by this development, we propose a new method of presentation using a humanoid robot. Humanoid presentations are effective in a real environment because they can move and look around at the audience similar to a human presenter. We developed a simple script language for multimodal presentations by a humanoid robot called MPML-HR, which is a descendant of the Multimodal Presentation Markup Language (MPML) originally developed for animated agents. MPML-HR allows many non-specialists to easily write multimodal presentations for a humanoid robot. We further evaluated humanoid robots' presentation ability using MPML-HR to find the difference in audience impressions between the humanoid robot and the animated agent. Psychological evaluation was conducted to compare the impressions of a humanoid robot's presentation with an animated agent's presentation. Using the Semantic Differential (SD) method and direct questioning, we measured the difference in audience impressions between an animated agent and a humanoid robot.
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Ruth Agada, and Jie Yan. "Research to Improve Communication by Animated Pedagogical Agents." Journal of Next Generation Information Technology 3, no. 1 (2012): 58–69. http://dx.doi.org/10.4156/jnit.vol3.issue1.7.

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Atkinson, Robert K. "Optimizing learning from examples using animated pedagogical agents." Journal of Educational Psychology 94, no. 2 (2002): 416–27. http://dx.doi.org/10.1037/0022-0663.94.2.416.

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Dissertations / Theses on the topic "Animated agents"

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Szarowicz, Adam. "Artificial intelligence for animated autonomous agents." Thesis, Kingston University, 2004. http://eprints.kingston.ac.uk/20735/.

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Automatic creation of animated crowd scenes involving multiple interacting characters is currently a field of extensive research. This is because automatic generation of animation finds immediate applications in film post-production and special effects, computer games or event simulation in crowded areas. The work presented here addresses the problem of inadequate application of AI techniques in current animation research. The thesis presents a survey of different industrial and academic approaches and a number of lacking features are identified. After extensive research in existing systems an agent-based system and an animation framework are chosen for extension and the cognitive architecture FreeWill is proposed. The architecture further extends its underlying principles and combines software agent solutions with typical animation elements. It also allows for easy integration with existing tools. Another important contribution of FreeWill is a proposal of an algorithm for automatic generation of high-level actions using reinforcement learning. The chosen learning technique lends itself well to the animation task, as reinforcement learning allows for easy definition of the learning task - only the ultimate goal of the learning agent must be defined. The process of defining and conducting the learning task is explained in detail. The learning module allows for further automation of the process of animation generation, shortens the task of creating crowd scenes and also reduces the production costs. Newly learnt actions can be applied to increase the quality of the generated sequences. The learning module can be used in both deterministic and non-deterministic environments. Experiments in both modes are presented, and conclusions are drawn. Two modes of control - inverse and forward kinematics are also compared and a number of experiments are demonstrated. Learning with inverse kinematics control was found to converge faster for the same task. A working prototype of the architecture is presented and the learnt motion is compared with human motion. The results of the comparison demonstrate that the learning scheme could be used to imitate human motion in crowd scenes. Finally a number of metrics are defined which allow for easy selection of most relevant actions from the learnt set, again helping to automate the process. The work concludes with pointing out further directions of research based on this work and suggests possible extensions and applications.
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Chen, Liming. "An architecture for animated human-like interface agents." Thesis, De Montfort University, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.271922.

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Qin, Hong. "Multi-level behavioral self-organization in computer-animated lifelike synthetic agents." HKBU Institutional Repository, 1999. http://repository.hkbu.edu.hk/etd_ra/189.

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Mahmood, Ahmad Kamil. "The use of animated software agents support in e-learning environments : an exploratory interpretive case study." Thesis, University of Salford, 2005. http://usir.salford.ac.uk/26792/.

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E-learning implementations have become an important agenda item for academic and business institutions as an enabler to complement their education and training needs. Many of the existing e-learning systems, however, present several limitations, such as being static and passive, and consisting of a time-consuming set of services, which suggest the need for more creativity, autonomy, and flexibility to the learner. The inclusion of animated software agent technology in e-leaming environments has been of growing interest aiming to encourage the learner to become more engaged and motivated. However, the empirical investigations on the effect of animated agents in teaching and learning have revealed diverse results in a continuum from animated software agents being helpful to them being distracting. The aim of this research study is to understand how the application of the animated software agents in e-learning environments could lead to effective learning, by identifying appropriate roles for animated agents in e-learning environments, when and for whom they would be useful and what use could they realistically be put to. Also: do social and cultural factors affect the interaction between the users and the animated agents? The research has been undertaken using a qualitative, interpretive approach with supporting case study data as the chosen research methodology. Thus, the contexts of action and the experiences of individuals in a single, real-life setting was considered, providing a complementary perspective to the existing studies. The approach highlights some methodological implications, which contribute to the development of methods and practice in this field. The research findings suggest that whilst the use of such animated agents has become more widespread there is no common framework for evaluating their utility for various types of e-leaming user. An analysis of the possible contributions to the effectiveness of teaching and learning based on a conceptual evaluation framework is presented. The resultant framework is useful for practitioners and researchers into courseware and animated agents development and provides guidelines for animated agents design and implementation in e-learning environments. Keywords: e-Leaming, animated software agent, learning effectiveness, interpretive case study.
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Jaques, Patricia Augustin. "Using an animated pedagogical agent to interact affectively with the student." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2004. http://hdl.handle.net/10183/5886.

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Este trabalho propõe um agente pedagógico animado que possui o objetivo de fornecer suporte emocional ao aluno: motivando-o e encorajando-o, fazendo-o acreditar em suas próprias habilidades e promovendo um estado de espírito positivo no aluno, que é melhor para o seu aprendizado. Este suporte cuidadoso do agente, suas táticas afetivas, é expresso através de comportamentos emotivos e mensagens de encorajamento do personagem animado. Devido à tendência social humana de antropomorfizar software, nós acreditamos que um agente de software pode realizar esse papel afetivo. Para escolher as táticas afetivas adequadas, o agente deve conhecer as emoções do aluno. O agente proposto infere as seguintes emoções do aluno: alegria/tristeza, satisfação/frustração, raiva/gratidão e vergonha a partir do comportamento observável do aluno, isto é, as ações do aluno na interface do sistema educacional. A inferência das emoções é fundamentada psicologicamente na teoria cognitiva das emoções. Mais especificamente, nós usamos o modelo OCC o qual é baseado na abordagem cognitivista das emoções e é possível de ser implementado computacionalmente. Devido a natureza dinâmica da informação sobre o estado afetivo do aluno, nós adotamos uma abordagem BDI para implementar o modelo afetivo do usuário e o diagnóstico afetivo. Além disso, em nosso trabalho nós nos beneficiamos da capacidade de raciocínio do BDI para o agente deduzir o appraisal do aluno, que lhe permite inferir as emoções do aluno. Como um caso de estudo, o agente proposto é implementado como o Agente Mediador de MACES: um ambiente para ensino colaborativo à distância modelado com uma arquitetura multiagente e baseado psicologicamente na abordagem Sociocultural de Vygotsky.<br>This work proposes an animated pedagogical agent that has the role of providing emotional support to the student: motivating and encouraging him, making him believe in his self-ability, and promoting a positive mood in him, which fosters learning. This careful support of the agent, its affective tactics, is expressed through emotional behaviour and encouragement messages of the lifelike character. Due to human social tendency of anthropomorphising software, we believe that a software agent can accomplish this affective role. In order to choose the adequate affective tactics, the agent should also know the student’s emotions. The proposed agent recognises the student’s emotions: joy/distress, satisfaction/disappointment, anger/gratitude, and shame, from the student’s observable behaviour, i. e. his actions in the interface of the educational system. The inference of emotions is psychologically grounded on the cognitive theory of emotions. More specifically, we use the OCC model which is based on the cognitive approach of emotion and can be computationally implemented. Due to the dynamic nature of the student’s affective information, we adopted a BDI approach to implement the affective user model and the affective diagnosis. Besides, in our work we profit from the reasoning capacity of the BDI approach in order for the agent to deduce the student’s appraisal, which allows it to infer the student’s emotions. As a case study, the proposed agent is implemented as the Mediating Agent of MACES: an educational collaborative environment modelled as a multi-agent system and pedagogically based on the sociocultural theory of Vygotsky.
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Lodree, Anika W. "The effects of animated agents with verbal audio on mathematics comprehension and attitudes towards mathematics and computers." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4145.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2005.<br>The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (November 13, 2006) Vita. Includes bibliographical references.
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Woo, Huay Lit. "Using low interactive animated pedagogical agents in online learning : an exploratory study of Singaporean pre-service teacher preparation." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9294.

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The aim of the study is firstly, to investigate the effectiveness of low interactive Animated Pedagogical Agents (APAs) in aiding learning for a sample of 378 Singaporean pre-service teachers taking a full-time Post-Graduate Diploma in Education course in a case Institute; and secondly, to gauge how favourably the pre-service teachers perceive learning through such instruction. The sample is chosen because it represents the largest cohort of students from the case Institute. The study also explores whether the effectiveness and favourability in regard to APAs are affected by learners’ sensory preferences. Because APAs are lifelike characters that can be embodied in a computer display to interact with learners, many APA-based lessons are designed with high interactivity to simulate intelligence; this type of APA however, is costly to develop and difficult to customise, making it less attractive for instruction. This study, in contrast, proposed that APA-based instruction should be designed with low interactivity, which is supported by sound pedagogies to help alleviate the above problem. To test this hypothesis, the study employed a quasi-experimental approach with a 2 x 4 factorial design to conduct the inquiry. Two learning conditions, the experimental and control conditions, and four sensory preference levels, the Strong Visual, Mild Visual, Strong Auditory and Mild Auditory levels - made up the factorial design. The two learning conditions were respectively learning with low interactive APAs (aka LIAI) and learning with a conventional online method (aka CI). Perceptions of LIAI were measured by three aspects of opinion: (1) extent of learning, (2) presentation of the instruction, and (3) interest in the instruction. At an overall level, 50% of learners on average were very positive in all three aspects of opinion; about 10% were very negative and the remaining 40% were mildly opinionated. At an individual level, extent of learning received the greatest satisfaction, followed by interest in the instruction and lastly presentation of the instruction. For effectiveness, LIAI produced moderately better learning performance than CI. Strong auditory and visual learners were found to learn best in their preferred modality. Mild visual learners learned well in their opposite modality and mild auditory learners did not benefit from either modality. The study also discussed implications of these findings and provided some recommendations for future research.
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Faur, Caroline. "Approche computationnelle du regulatory focus pour des agents interactifs : un pas vers une personnalité artificielle." Thesis, Université Paris-Saclay (ComUE), 2016. http://www.theses.fr/2016SACLS352/document.

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L'essor de l'informatique affective ouvre aujourd'hui la porte à la création de dispositifs artificiels dotés d'une forme d'intelligence sociale et émotionnelle. L’étude de l'interaction homme-machine dans ce contexte offre de nombreuses pistes de recherche. Parmi celles-ci se trouve la question de la personnalité : comment il est possible de modéliser certaines caractéristiques d’une personnalité artificielle ? Comment ces caractéristiques influencent le déroulement de l'interaction entre l'homme et la machine ? Cette question globale soulève plusieurs questions de recherche : Comment définir la personnalité ? Sur quels modèles et théories issus de la psychologie peut-on s'appuyer pour développer une personnalité artificielle ? Quelle méthodologie adopter pour aborder l’implémentation d'un concept psychologique complexe ? Qu'apporte le développement informatique d'une personnalité à l'interaction homme-machine ? Au domaine de la psychologie de la personnalité ? Comment évaluer expérimentalement ces apports ? Pour aborder ces questions, nos travaux se positionnent dans une optique pluridisciplinaire, au croisement de l’informatique et de la psychologie. Au regard de sa pertinence pour une approche computationnelle, nous avons modélisé la régulation du Soi comme une composante de la personnalité. Ce concept est approché à partir de la théorie du regulatory focus. Sur cette base théorique, un cadre de travail conceptuel et un modèle computationnel sont proposés. Un questionnaire mesurant le regulatory focus a également été développé et validé. Ces propositions théoriques sont mises en œuvre dans deux implémentations data-driven (dimensionnelle vs socio-cognitive) dotant des agents de regulatory focus en utilisant de l’apprentissage automatique. Deux études utilisateurs (interaction unique avec agent artificiel vs sessions répétées avec agent animé), présentées dans un cadre ludique, ont permis d’étudier la perception du regulatory focus chez un agent et son impact sur l'interaction. Nos résultats encouragent l’utilisation du regulatory focus en informatique affective et ouvrent des perspectives sur les liens théoriques et méthodologiques entre informatique et psychologie<br>The development of affective computing is leading to the design of artificial devices endowed with a form of social and emotional intelligence. The study of human-computer interaction in this context offers many research tracks. Among them is the question of personality: how to model some characteristics of an artificial personality? How these characteristics will influence the course of interaction with users? This goal rises several research questions: how to define personality? On which models and theories from psychology should we rely to define some artificial personality? Which methodology will help to address the implementation of such a complex psychological concept? What could artificial personality bring to the field of human-computer interaction? And to the psychology of personality? How to experimentally evaluate these contributions? To address these issues, this thesis takes a multidisciplinary approach, at the crossing of computing science and psychology. Given its relevance to a computational approach, we modeled self-regulation as a component of personality. This concept is approached from the regulatory focus theory. On this theoretical basis, a conceptual framework and a computational model are proposed. Our theoretical proposals led to two data-driven implementations (dimensional vs. socio-cognitive) which endowed our artificial agents with regulatory focus by using machine-learning. A French questionnaire measuring regulatory focus was designed and validated. Two user studies (brief interaction with artificial agents vs. repeated sessions with animated agents), where the regulatory focus of agents is conveyed via game strategies, enabled the study of regulatory focus perception and its impact on the interaction. Our results support the use of regulatory focus in affective computing and open perspectives on the theoretical and methodological links between computer science and psychology
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Prola, Maria Teresa Medronha. "Modelagem de um agente pedagógico animado para um ambiente colaborativo: considerando fatores sociais relevantes." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2003. http://hdl.handle.net/10183/10548.

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Este trabalho está inserido no projeto de pesquisa "Um Modelo Computacional de Aprendizagem a Distância Baseada na Concepção Sócio-Interacionista de Vygotsky", que propõe um ambiente educacional o qual privilegia a colaboração como forma de interação. Neste projeto, as pesquisas subsidiam a formação de ações para a modelagem de um agente pedagógico animado, utilizado para interagir com os alunos no Ambiente de Ensino/Aprendizagem em desenvolvimento. A modelagem das decisões para estratégia de atuação do agente foi obtida nos arquivos de "log" gerados ao final de algumas discussões na ferramenta de "chat", a partir de fatores relevantes da interação entre grupos de estudantes. O trabalho utiliza-se da experiência realizada com alunos de uma turma da disciplina Algoritmos e Programação, oferecida aos alunos de graduação da UFRGS (Universidade Federal do Rio Grande do Sul), onde foram obtidos alguns fatores considerados importantes na adaptação de um ambiente para os alunos em interação. Tais fatores são apresentados neste projeto, assim como a técnica de identificação.<br>The following work is inserted in the research entitled: “A Computational Model of Distance Learning based on the Socio-Interactionist Approach”, which proposes an educational environment that privileges collaboration as a form of interaction. The research in this project aims to subsidize the shaping of actions for the modeling of an Animated Pedagogical Agent used for interacting with students in a Teaching/Learning Environment under development. The modeling of decisions for the strategy on an agent’s performance was obtained from “log” files at the end of discussions concerning the “chat” tool out of relevant factors of interaction among student groups. The experience was carried out with students in Algorithms and Programming offered in the course of Graduation at UFRGS (Universidade Federal Do Rio Grande do Sul) where some considerably important factors were attained in the adaptation of an environment for students in interaction. Such factors are shown in this project as well as the identification technique.
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Wen, Zhigang. "Real time animated human agent in virtual environments." Thesis, University of Wolverhampton, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413437.

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Books on the topic "Animated agents"

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Chen, Liming. An architecture for animated human-like interface agents. De Montfort University, 2002.

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Sidon, Efrayim. The animated Megillah: A Purim adventure. Scopus Films, 1986.

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Art, agency and living presence: From the animated image to the excessive object. De Gruyter, 2015.

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nauk)), Chtenii͡a pami͡ati O. I. Varʹi͡ash (2003 Institut vseobshcheĭ istorii (Rossiĭskai͡a akademii͡a. Historia animata: [sbornik stateĭ. In-t vseobshcheĭ istorii RAN, 2004.

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Lundblad, Kristina. Animales llamados peces. Crabtree Pub. Co., 2006.

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Monguió, José María Pérez. Los animales como agentes y víctimas de daños: Especial referencia a los animales que se encuentran bajo el dominio del hombre. Bosch, 2008.

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Monguió, José María Pérez. Los animales como agentes y víctimas de daños: Especial referencia a los animales que se encuentran bajo el dominio del hombre. Bosch, 2008.

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Acosta, Vladimir. Animales e imaginario: La zoología maravillosa medieval. Dirección de Cultura, Universidad Central de Venezuela, 1995.

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Bempensante, Andrea. El extraordinario mundo de los cachorros en África. Edivisión Compañía Editorial, 1998.

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Bempensante, Andrea. El extraordinario mundo de los cachorros en América. Edivisión Compañía Editorial, 1998.

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Book chapters on the topic "Animated agents"

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Woods, Sarah, Lynne Hall, Daniel Sobral, Kerstin Dautenhahn, and Dieter Wolke. "Animated Characters in Bullying Intervention." In Intelligent Virtual Agents. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-39396-2_51.

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Arellano, Diana, Volker Helzle, Ulrich Max Schaller, and Reinhold Rauh. "Animated Faces, Abstractions and Autism." In Intelligent Virtual Agents. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09767-1_3.

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Chen, L., K. Bechkoum, and G. Clapworthy. "Equipping a Lifelike Animated Agent with a Mind." In Intelligent Virtual Agents. Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/3-540-44812-8_7.

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Allbeck, Jan M., and Norman I. Badler. "Towards Behavioral Consistency in Animated Agents." In Deformable Avatars. Springer US, 2001. http://dx.doi.org/10.1007/978-0-306-47002-8_17.

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Mohamad, Yehya, S. Hammer, F. Haverkamp, M. Nöker, and H. Tebarth. "Evaluational Study: Training with Animated Pedagogical Agents." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2002. http://dx.doi.org/10.1007/3-540-45491-8_21.

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Badler, Norman I. "Simulated Humans, Graphical Behaviors, and Animated Agents." In Concurrent Engineering: Tools and Technologies for Mechanical System Design. Springer Berlin Heidelberg, 1993. http://dx.doi.org/10.1007/978-3-642-78119-3_37.

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Beskow, Jonas, Loredana Cerrato, Björn Granström, et al. "Expressive Animated Agents for Affective Dialogue Systems." In Lecture Notes in Computer Science. Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-24842-2_25.

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Szarowicz, Adam, Marek Mittmann, and Jaroslaw Francik. "Intelligent Action Acquisition for Animated Learning Agents." In Design of Intelligent Multi-Agent Systems. Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/978-3-540-44516-6_11.

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Al Moubayed, Samer, Gabriel Skantze, and Jonas Beskow. "Lip-Reading: Furhat Audio Visual Intelligibility of a Back Projected Animated Face." In Intelligent Virtual Agents. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-33197-8_20.

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Krenn, Brigitte, and Barbara Neumayr. "Socialite in derSpittelberg: Incorporating Animated Conversation into a Web-Based Community-Building Tool." In Intelligent Virtual Agents. Springer Berlin Heidelberg, 2003. http://dx.doi.org/10.1007/978-3-540-39396-2_4.

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Conference papers on the topic "Animated agents"

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Ventura, J., and M. Ventura. "Animated Agents: Motivational Consequences." In Proceedings 2004 IEEE SoutheastCon. IEEE, 2004. http://dx.doi.org/10.1109/secon.2004.1287905.

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Prendinger, Helmut, and Mitsuru Ishizuka. "Social role awareness in animated agents." In the fifth international conference. ACM Press, 2001. http://dx.doi.org/10.1145/375735.376307.

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Barakonyi, Istvan, and Dieter Schmalstieg. "Ubiquitous animated agents for augmented reality." In 2006 IEEE/ACM International Symposium on Mixed and Augmented Reality. IEEE, 2006. http://dx.doi.org/10.1109/ismar.2006.297806.

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Lester, James C., and Brian A. Stone. "Increasing believability in animated pedagogical agents." In the first international conference. ACM Press, 1997. http://dx.doi.org/10.1145/267658.269943.

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Rist, Thomas, Elisabeth André, and Jochen Müller. "Adding animated presentation agents to the interface." In the 2nd international conference. ACM Press, 1997. http://dx.doi.org/10.1145/238218.238298.

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Kirschning, Ingrid, and Joaquín O. Rueda. "Animated agents and TTS for HTML documents." In the 2005 Latin American conference. ACM Press, 2005. http://dx.doi.org/10.1145/1111360.1111375.

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André, Elisabeth, and Thomas Rist. "Planning referential acts for animated presentation agents." In Referring Phenomena in a Multimedia Context and their Computational Treatment. Association for Computational Linguistics, 1997. http://dx.doi.org/10.3115/1621585.1621597.

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Rudomín, Isaac, and Erik Millán. "Probabilistic, layered and hierarchical animated agents using XML." In the 3rd international conference. ACM Press, 2005. http://dx.doi.org/10.1145/1101389.1101409.

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"IAAN: Intelligent Animated Agent with Natural Behaviour for Online Tutoring Platforms." In International Conference on Agents and Artificial Intelligence. SCITEPRESS - Science and and Technology Publications, 2014. http://dx.doi.org/10.5220/0004756401230130.

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Omar, Megawati, and Riaza Mohd Rias. "Animated pedagogical agents to teach kindergarteners selected English vocabulary." In 2013 IEEE Business Engineering and Industrial Applications Colloquium (BEIAC). IEEE, 2013. http://dx.doi.org/10.1109/beiac.2013.6560156.

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Reports on the topic "Animated agents"

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Hosie, Thomas, Robert K. Atkinson, and Mary Margaret Merrill. Measurement and Evaluation of Animated Pedagogical Agents and Their Use in Training. Defense Technical Information Center, 2004. http://dx.doi.org/10.21236/ada420184.

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Curtis, Christopher K., Krystal M. Thomas, and Curtis H. Casteel. Animated Pedagogical Agents in Interactive Learning Environment: The Future of Air Force Training? Defense Technical Information Center, 2008. http://dx.doi.org/10.21236/ada501477.

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Atkinson, Robert K. Studies in Computer-Based Learning of Math: Using Self-Explanations and Animated Pedagogical Agents. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada382435.

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Kahn, Roger E., Michael J. Swain, and R. J. Firby. The DataCube Server. Animate Agent Project Working Note 2, Version 1.0. Defense Technical Information Center, 1993. http://dx.doi.org/10.21236/ada278847.

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