October 2006 Volume 9 Number 4

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Since our main aim was not to develop a new ECA player but to test the validity of our approach, at the moment we have developed only two types of bodies (Table 2): a face (male professor and a young female professor assistant) and a character (a funny ball). This last one could be used, for instance, for interacting with children. Each ECA conveys the same meanings using signals that are typical of its body. For instance the two faces will use as signal channels those typical of a face (eye, eyebrow, mouth, gaze, etc.) while the funny ball will use movements, colors and changes in its dimensions as communicative channels. The XAPML specification is not directly interpreted by the player that is the same for all the different bodies. This is possible since the proposed architecture decouples meanings from signals. Each body has a conditional meaning-signal table that allows to appropriately translate an XAPML tag into a Signal Expression Markup Language (SEML). SEML tags define the expressions that can be performed on each channel of the Body. Table 1 specifies how a body’s can be specified in SEML along the appropriate channels for the face (Gratch et al., 2002; Poggi et al., 2000) and the ball. Table 1. SEML signals expression for two different bodies Face Body Funny Ball I’m sorry for The professor: The funny ball:
Vincenzo, a second year student, needs some help in choosing some optional exams to organize his study curriculum. His personal profile, besides his personal data, contains the information about his student curriculum (given exams and relative marks), interests and preferences. In particular, analysing these data, it is possible to infer that he is interested in Videogames and that he is skilled in Programming while he is not very good in Mathematics. Therefore, MyCoach has to suggest him the courses that, according to Vincenzo’s profile, are the most appropriate to his skills and previous years curriculum. Once the personal advisor is activated by the student, it greets him and prompts a list of tasks on which it could help (Figure 4a). From available options the student chooses the course planning help, by clicking on the relative link. The possible choices are planning of the official and personalized curricula. Let’s suppose that the student selects the personalized curriculum option (Figure 4b). Obviously, the student can insert a free text question using the keyboard icon if the list of options does not contain what he was looking for. Figure 4. MyCoach a) greeting the student, b) proposing help about completing the third year curriculum MyCoach will then contact the VA responsible for Vincenzo and will send to this agent the request and the statements in the student profile that are relevant to this goal. In this scenario the triggered communicative goal will be “Suggest(MyCoach,Vincenzo,Choose-Course)” and therefore the corresponding XAPML schema shown in the previous Section. This schema will be instantiated then with a list of courses that fit the user profile. To this aim, the VA asks to the SA responsible for curriculum planning the list of possible courses that will be extracted from the related KB. Courses I year II year III year SuperClass Prerequisite Related Compulsory Optional Video Games Mathematics Figure 5. Diagram describing the structure of the Courses KB. ----- NM for Computer Graphics Interactive 3D Env 34
Page 1 and 2: October 2006 Volume 9 Number 4
Page 3 and 4: Guidelines for authors Submissions
Page 5 and 6: How Does Educational Technology Ben
Page 7 and 8: Adaptivity is one of the most impor
Page 9 and 10: 3. Ease of editing and updating: wh
Page 11 and 12: Accessible and personalized Learnin
Page 13 and 14: From this definition, we figured ou
Page 15 and 16: Verifying contents Figure 3. The pa
Page 17 and 18: Figure 7. The ISA on line interface
Page 19 and 20: Adaptive Technology Resource Centre
Page 21 and 22: World Wide Web Consortium (1999a).
Page 23 and 24: guiding and supporting environment
Page 25 and 26: As an example, to improve the acces
Page 27 and 28: option). Although this finding migh
Page 29 and 30: of eLearning content and enhance th
Page 31 and 32: Hodgings, W. & Duval, E. (2002). IE
Page 33 and 34: the entire course of study. This sy
Page 35 and 36: information useful for the contextu
Page 37: Nr of student 25 20 15 10 5 0 a - w
Page 41 and 42: Evaluation Recently embodied conver
Page 43 and 44: The interaction may be performed on
Page 45 and 46: Poggi, I., Pelachaud, C., & de Rosi
Page 47 and 48: Lanzilotti, R., Ardito, C., & Costa
Page 49 and 50: quality in use, which is measured b
Page 51 and 52: process of designing high quality c
Page 53 and 54: eLSE methodology Designers and eval
Page 55 and 56: Execution phase Execution phase act
Page 57 and 58: on the inspection process and, cons
Page 59 and 60: Piccinini, N., & Scollo, G. (2006).
Page 61 and 62: Answers and reinforcement A.1: Use
Page 63 and 64: potential project ideas (from pure
Page 65 and 66: For each column in Table 2, the sum
Page 67 and 68: educational goals and the various r
Page 69 and 70: A new computerized Records Manageme
Page 71 and 72: eflected in artifacts and other str
Page 73 and 74: any distributed community include b
Page 75 and 76: message in order to obtain a respon
Page 77 and 78: Figure 3. Social network after intr
Page 79 and 80: increased face-to-face collaboratio
Page 81 and 82: References Bogenrieder, I. (2002).
Page 83 and 84: Donoghue, S. L. (2006). Institution
Page 85 and 86: contemplate part-time, rather than
Page 87 and 88: espective institutions. The primary
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greater flexibility in course selec
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Cost-benefit One distinct benefit o
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Resources The development of online
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courses where it is has little pote
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A fellowship programme, such as the
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Moore, M.G. (1998). Introduction. I
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Software reuse has two dimensions,
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Courseware development process mode
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Didactics analysis This phase consi
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Process didactics design We focus o
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The repository is organized into co
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the analysis and the design phase o
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Figure 12. Weaving content and dida
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complete user-specific (author, ins
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References ADL (Advanced Distribute
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Bender, D. M., & Vredevoogd, J. D.
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(see Figure 2). The incorporation o
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Figure 4: Example of Summary Image
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The competitive nature of design cl
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Dias, L. B. (1999, November). Integ
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materials built into the system. Th
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This theory of multimedia learning
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E-Tutor (with video). Two weeks aft
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empirically tested in TML environme
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Rieber, L. P., (1990). Animation in
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Appendix B The following 44 items r
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Appendix C A Sample of Exam Questio
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Appendix D Perceived Usefulness Que
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Kirkpatrick, and Peck (2001) have a
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2001). The system thus aims to assi
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a strong agreement between the two
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of the dynasty. 3. Information on
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Comparing works designed using the
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Tselios, N., Stoica, A., Maragoudak
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strategies during their interaction
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P(B|D) is the probability of a netw
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Online help adaptation using Bayesi
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AUSM that will return the most prob
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direct experimentation with a new s
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Figure 7. An example of use of the
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Cooper, J. & Herskovits, E. (1992).
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Goldberg, A. K., & Riemer, F. J. (2
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In addition to convenience, propone
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members increased flexibility. They
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Oppenheimer, T. (1997, July). The c
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The basis of reform in science educ
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technology and are not confident in
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participants that learning as a gro
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A hierarchy of Systems Identifying
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the change agents to recognize the
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Nonis, A. S., & O’Bannon, B. (200
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maintaining the interest levels of
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Focus group interviews with our stu
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course and again at the end of the
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second phase of valuing, commitment
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Kinzie, M. B., Whitaker, S. D., Nee
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Although this work is based on a st
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Website Design The MTP website (www
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Researchers, for review and coding
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quality that are the focus of the M
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Kelley, M. A., Whitaker, S. D., Nee
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or underserved populations. For exa
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2004 Baruch College Computer Center
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professional-level tools and resour
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Third, with the exception of the Om
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Hepp, P., Hinostroza, E., Laval, E.
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The AccessForAll strategy complemen
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of people with special needs, or di
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(including where their search for r
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international standard. The ISO pro
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information will be expressed using
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DC Metadata Terms: http://dublincor
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Choquet, C., & Corbière, A. (2006)
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TEL Standards, Specifications and P
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The Resources Management Process ma
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Step 1: Instantiation of the enterp
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Step 5: Instantiation of the techno
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correlation of the different viewpo
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Hummel, H., Manderveld, J., Tatters
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Karagiannidis, C. (2006). Book revi
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Glenn, L. (2006). Book review: Visu
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October 2006 Volume 9 Number 4

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