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GenaroRebolledoMendez - 26 Feb 2007
* We need to answer the question: "if you want to teach chlidren
social skills, why not have them interact with real children and real
adults?"
- Answers, in our environment: child can observe themselves
: child can
play / experiment freely
: we can
give consistent rewards
: we can
have fine grained control of the environment and tasks.....
* We may need a new project partner who is expert on realtime video
motion capture?
* reducing stress by simplifying environment
* reducing pressure - computers do not react impatiently
* We need to compare our proposal to Embodied Conversational Agents,
e.g. Justine Cassell's SAM:
http://www.media.mit.edu/gnl/projects/castlemate/
and
DollTalk :
http://web.media.mit.edu/~cati/dolltalk.html
* Minor points: we should use real pre-recorded voices at all times,
not TTS/speech synthesis. For the room transitions we should have a
fade out, but keep the child-avatar on screen at all times (possibly
go back to the mirror image?) , and then a fade in on the new room
appearing around them.
Just a few more relevant projects:
Affective Learning Companion:
http://affect.media.mit.edu/projectpages/lc/ALC/ALC.htm
Affective Mirror:
http://affect.media.mit.edu/projects.php?id=753
ESP—The Emotional-Social Intelligence Prosthesis:
http://affect.media.mit.edu/projectpages/esp/