Making It Up as You Go Along – Improvising Stories for Pedagogical Purposes

  • Ruth Aylett
  • Rui Figueiredo
  • Sandy Louchart
  • João Dias
  • Ana Paiva
Part of the Lecture Notes in Computer Science book series (LNCS, volume 4133)


We consider the issues involved in taking educational role-play into a virtual environment with intelligent graphical characters, who implement a cognitive appraisal system and autonomous action selection. Issues in organizing emergent narratives are discussed with respect to a Story Facilitator as well as the impact on the authoring process.


Virtual Environment Autonomous Agent Action Tendency Character Goal Pedagogical Objective 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Translation and commentary by Halliwell, S.: Aristotle. 330 B.C. The Poetics of Aristotle. Duckworth, London (1987)Google Scholar
  2. 2.
    Aylett, R.S.: Emergent Narrative, Social Immersion and ”Storification”. In: Proceedings, Narrative Interaction for Learning Environments, Edinburgh (2000)Google Scholar
  3. 3.
    Aylett, R.S., Louchart, S., Dias, J., Paiva, A., Vala, M.: FearNot! - An Experiment in Emergent Narrative. In: Panayiotopoulos, T., Gratch, J., Aylett, R.S., Ballin, D., Olivier, P., Rist, T. (eds.) IVA 2005. LNCS (LNAI), vol. 3661, pp. 305–316. Springer, Heidelberg (2005)CrossRefGoogle Scholar
  4. 4.
    Bednar, A.K., Cunningham, D., Duffy, T.M., Perry, J.D.: Theory into practice: How do we link? In: Anglin, G. (ed.) Instructional Technology: Past, Present and Future. Libraries Unlimited, Inc., Englewood (1991)Google Scholar
  5. 5.
    Davison, J., Arthur, J.: Active Citizenship and the Development of Social Literacy: a case for experiential learning. Citizenship and Teacher Education, Canterbury (2003)Google Scholar
  6. 6.
    Elliot, C.: The Affective Reasoner: A process model of emotions in a multi-agent system. PhD Thesis, Illinois, 92Google Scholar
  7. 7.
    Gratch, J.: mile: Marshalling Passions in Training and Education. In: 4th International Conference on Autonomous Agents. ACM Press, New York (2000)Google Scholar
  8. 8.
    Gratch, J., Marsella, S.: Tears and fears: Modeling emotions and emotional behaviors in synthetic agents. In: Fifth International Conference on Autonomous Agents (2001)Google Scholar
  9. 9.
    Hayes-Roth, B., van Gent, R.: Improvisational puppets, actors, and avatars. In: Proceedings of the Computer Game Developers’ Conference, Santa Clara, CA (1996)Google Scholar
  10. 10.
    Henriksen: On the Transmutation of Educational Role-Play: a critical reframing to the Role-Play to Meet the Educational Demands. In: Montola, M., Stenros, J. (eds.) Beyond Role and Play - Tools, Toys and Theory for Harnessing the Imagination, pp. 107–130. Helsinki (2004)Google Scholar
  11. 11.
    Izzo, G.: The art of Play: New genre of Interactive Theatre. Gary Izzo Greenwood Press Paperback (October 1997)Google Scholar
  12. 12.
    Lazarus, R.: Emotion and Adaptation. Oxford University Press, Oxford (1991)Google Scholar
  13. 13.
    Lewin, K.: Field Theory in Social Science. Harper and Row, New York (1951)Google Scholar
  14. 14.
    Machado, I., Paiva, A., Prada, R.: Is the wolf angry or just hungry? Inspecting, modifying and sharing character’s minds. In: The 5th International Conference on Autonomous Agents, Montreal, Canada, May 28 - June 01 (2001)Google Scholar
  15. 15.
    Marsella, S., Johnson, W.L., LaBore, C.: Interactive Pedagogical Drama for Health Interventions. In: 11th International Conference on Artificial Intelligence in Education, Australia (2003)Google Scholar
  16. 16.
    Mateas, M., Stern, A.: Architecture, authorial idioms and early observations of the interactive drama Façade. Technical report, Carnegie Mellon University (2002)Google Scholar
  17. 17.
    Ortony, A., Clore, G., Collins, A.: The Cognitive Structure of Emotions. Cambridge University Press, Cambridge (1988)Google Scholar
  18. 18.
    Olweus, D.: Bully/victim problems among schoolchildren: basic facts and effects of a school-based intervention programme. In: Pepler, D., Rubin, K. (eds.) The Development and Treatment of Childhood Aggression, pp. 411–438. Erlbaum, Hillsdale (1991)Google Scholar
  19. 19.
    Piaget, J.: The Principles of Genetic Epistemology. Routledge & Keegan Paul Ltd., London (1972)Google Scholar
  20. 20.
    Paiva, A., Dias, J., Aylett, R., Woods, S., Hall, L., Zoll, C.: Learning by Feeling: Evoking Empathy with Synthetic Characters. Applied Artificial Intelligence 19, 235–266 (2005)CrossRefGoogle Scholar
  21. 21.
    Robertson, J., Oberlander, J.: Ghostwriter: Educational Drama and Presence in a Virtual Environment. Journal of Computer Mediated Communication 8(1) (2002)Google Scholar
  22. 22.
    Weyhrauch, P.: Guiding Interactive Drama. Ph.D. diss., Dept. of Computer Science, Carnegie Mellon (1997)Google Scholar

Copyright information

© Springer-Verlag Berlin Heidelberg 2006

Authors and Affiliations

  • Ruth Aylett
    • 1
  • Rui Figueiredo
    • 2
  • Sandy Louchart
    • 1
  • João Dias
    • 2
  • Ana Paiva
    • 2
  1. 1.Heriot-Watt UniversityEdinburghUK
  2. 2.INESC-IDPorto SalvoPortugal

Personalised recommendations