Deliverable D5 - LIMSI · FP7-ICT2011-7 – Collaborative Project TARDIS – Deliverable D 5.3 2...
Transcript of Deliverable D5 - LIMSI · FP7-ICT2011-7 – Collaborative Project TARDIS – Deliverable D 5.3 2...
TARDIS Training young Adult’s Regulation of emotions and Development of social Interaction
Skills
FP7-ICT-2011-7
Deliverable D5.3
System Architecture
Game Process and User Modelling
Due date of deliverable: 31/8/2014
Actual submission date: 30/9/2014
Partner responsible: DFKI
Author: Patrick Gebhard ([email protected])
Name of participants: UPMC, DFKI, IOE, IT, UAU, UU, Charamel
Classification: PU Grant Agreement Number: 288578 Contract Start Date: November 1st, 2011 Duration: 36 Months Project Coordinator: UPMC Partners: UPMC, DFKI, IOE, IT, MLVOE, UAU, UU, Charamel. Project website address http://tardis-project.eu/
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Table of Content
I INTRODUCTION .......................................................................................................................... 3
II TARDIS GAME – A JOB INTERVIEW SIMULATION .......................................................... 3 II.1 SUPPORTED LANGUAGES ..................................................................................................................... 4 II.2 INTERVIEW ............................................................................................................................................. 4 II.3 VIRTUAL RECRUITER ............................................................................................................................ 6 II.4 PLAYER WELCOME SCREEN – USER MODEL .................................................................................... 7 II.5 JOB AREAS .............................................................................................................................................. 8 II.6 GAME DIFFICULTY ................................................................................................................................ 8 II.7 ENVIRONMENT AND CAMERA ............................................................................................................. 8 II.8 TUTORIAL PHASE .................................................................................................................................. 9
III REWARD MECHANICS ............................................................................................................ 9 III.1 CREDIT POINTS FOR CORRECT SOCIAL CUES ............................................................................... 10 III.2 GAME LEVELS .................................................................................................................................... 11
IV TRACKING SOCIAL CUES ......................................................................................................12
V SUMMARY ..................................................................................................................................13
VI LITERATURE ............................................................................................................................14
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I Introduction This document describes the player progress within the TARDIS job simulation game with interactive
virtual recruiters addressing user model, gameplay, challenges, and reward system. In addition, it
reports on the employment of tracking a user’s social cues, which plays a central role for modeling the
reactions and feedback of the virtual job recruiter during the game.
The TARDIS game design discussion included the target group considering both the educative needs,
and the market segmentation (see Deliverable D 5.2). In this context, the opportunities and the
limitations of each of the used components have been elaborated. This guided us in shaping the vision
for the final TARDIS game. Therefore, we included expert knowledge of all stakeholders (e.g. both the
training centers and the NEETs targeted).
In general, the document describes the overall concepts and each part of the TARDIS job simulation
game from a user’s perspective.
II TARDIS Game – A Job Interview Simulation One goal of the TARDIS project is provide youngsters with a simulation game in which they can
interactively discover a simulated job interview for training purposes. In the TARDIS job interview
game a player is encouraged to conduct an interview with a Virtual Recruiter, who assesses the socio-
emotional behaviors of the player through passive input devices. The recruiter system interprets user
behaviors and reacts to these appropriately conveying responses fitting to the situation. The objective
of the game is that it be used as a tool to aid youth inclusion practitioners for use particularly by
youngsters who wish to improve their confidence and social-skills.
Figure 1: TARDIS Office for Simulated Job Interviews.
The target audience is defined to be between the ages of 18-25, but studies have shown that younger
people could play the game too. The TARDIS training game, a tool for supporting youngsters at risk of
exclusion to gain the social skills pertinent to job interviews.
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For the design of this game we have started from the question: What are the benefits for the
youngsters? When comparing our approach to typical job interview training material, such as books,
web coaching sessions, and videos, two aspects are striking: the physical setup and the interaction
experience. The physical setup imitates a real interview situation, and the interactivity elicits emotions
through dialog action; in any case, more intense as by the mentioned training material. The core benefit
is having experienced a simulated job interview that comes close to a real job interview, but in a save
environment. Directly related to the goal having a progressing effect (e.g. better cope with exposing
situations of oneself), we modeled 1) the overall game process, 2) the interaction structure and content,
3) the feedback on how a user performs, and 4) the emotional impact from the virtual recruiter.
In order to avoid the uncanny valley effect on our characters, the TARDIS game relies on the
commercially available and well-recognized Charamel (http://www.charamel.com/) avatar engine to
render the virtual characters. The animations (e.g. gestures, idle movements, and physiological aspects,
like eye gaze, or blinking) of Charamel's characters appears natural is well accepted in many
commercial applications. In addition, we extended the naturalness of the character, by directly
controlling gaze behavior, breathing appearance, head movement on the skeleton level; see the study
results of [Gebhard et al. 14]. And, following the outcome of this study, we designed the interview
character to show an understanding overall behavior, since the situation itself is inducing a lot of stress.
The game environment is designed to resemble a typical office and is inhabited by a virtual character
that plays the role of an interviewer, a game master, and a coach.
II.1 Supported Languages
The game is localized in the three languages: English, French, and German. Each utterance of the
virtual recruiter is synthesized with the current Nuance TTS system. Since both, female and male
recruiter voices are used, totally six TTS voices are supported.
Figure 2: Social Cue Cards with credit points.
II.2 Interview
The game itself is designed to roughly resemble an actual job interview but also uses game concepts to
make the experience more pleasant for users. The overall duration is designed to be approximately 10-
15 minutes. The difficulty of the levels is realized through different specifcations (see Section II.6).
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Game Modes
The TARDIS Job Simulation game has two modes that addresses different overall training goals:
1. Challenge. This is the main mode. It is designed to confront youngsters with the social challenges
that come along with a job interview.
2. Exploration. This mode is designed to help youngsters to get acquainted to the challenges of a job
interview and the game mechanics. Having the mission to perform really badly might help to
overcome possible restraints.
In the exploration mode the displayed scores reflect the level of inappropriate behavior – defined by the
social cue cards. For example, for the Welcome phase, one appropriate social cue is to show a friendly
behavior (smile). If the user does not smile at all, s/he’ll get a point for that.
Figure 3: Game Mechanics explained: users are asked to smile. The game gives feedback, if it is detected correctly.
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Social Cue Cards To guide youngsters in the interview game and to give them some level of control, social cue cards (see
Figure 2) are used. These cards, similar to cards of classic board games, give hints about appropriate
behaviors for a specific phase of an interview. And, on a conceptual level, they describe what is
expected from a user. Namely, they hint which social cues the user should perform in the next
interview phase.
During a play-through, the character will guide the user through three distinct interview phases: Welcome, Company
Welcome, Company Presentation, and Strengths and Weaknesses. Each phase is composed out of a series of questions
series of questions and answers (dialog games, or turns). After each question, the character will wait for the user to give
for the user to give an answer before proceeding to the next question. Prior to each phase, the character will show the
will show the user a social cue card (see
Figure 2) and instruct her or him to read it carefully. The hinted social cues address gaze behavior,
gestures, posture, and linguistic features. The character will wait until the user finishes reading the card
and says proceed or next.
After each phase, the virtual character switches the role from the job interviewer to a personal coach.
The character will go over the user's social cue performance during that phase, praising good behavior
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and encouraging a user to perform possible omitted social cues in a nextround. The feedback is
designed to address the possibility that cues are not detected correctly. Once the last phase is
completed, the virtual character will sum up the entire interview. During the game, the social cues on
the game cards are also visualized on the screen using dynamically colored icons. Every time the user
behaves according to one of the tips, as a reward, the corresponding icon will be highlighted (see
Figure 3).
II.3 Virtual Recruiter
The employed Virtual Recruiters are realized based upon the TARDIS academic framework using all
modules (see Deliverable D 5.2). The game provides two virtual characters: one male and one female.
This addresses the findings about common gender stereotypes that seem to be transferable to for virtual
characters too (e.g. rapport) [Zanbaka et al. 06, Karacora et al. 12].
Figure 4: Female and male virtual job recruiter in the TARDIS game.
The non-verbal behavior of both recruiters is defined by letting the character 1) show narrow gestures
close to the body, 2) show facial expressions that can be related to positive emotions (e.g. joy,
admiration, happy-for), 3) using shorter pauses (in comparison to the demanding character), and 4)
show a friendly head and gaze behavior. On the verbal level, explanations and questions show
appreciation for the user and contain many politeness phrases.
To control the amount of stress by linguistic variation, our work starts from the politeness theory
developed by Brown and Levinson [Brown and Levinson 87]. According to the politeness theory, all
social actors have face wants: the desire for positive face (being approved of by others) and the desire
for negative face (being unimpeded by others). Many conversational exchanges between people, (e.g.,
others, requests, commands) potentially threaten positive face, negative face, or both. To avoid this,
speakers employ various types of face threat mitigation strategies to reduce the impact on face.
Strategies identified by Brown and Levinson include positive politeness (emphasizing approval of the
interlocutor), negative politeness (emphasizing the interlocutor’s freedom of action, e.g., via a
suggestion) and off-record statements (indirect statements that imply that an action is needed).
The character model applies a variety of strategies to mitigate potential face threats, such as convey
interest (”I am eager to know more about ...”), claim in-group member- ship (”Let us now talk about
...”) or give option not to act (”Would you like to tell me ...”).
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Furthermore, the level of stress is modulated by the character’s backchannel behavior. Backchannels
are brief verbal or nonverbal cues listeners provide during a conversation to indicate the speaker that
they are still following the conversation. Previous work [Gratch et al. 07] shows that the simulation of
backchannel cues helps increase the level of rapport between a virtual character and a human. To create
a pleasant atmosphere for the user, the understanding character signals comprehension by head nods
and brief verbal utterances, such as ”Ok” or ”I see”. The user is also encouraged through the use of
positive feedback, such as smiles. In contrast, the demanding character does not provide any
backchannel cues to indicate engagement in the interaction. Additionally, it tries to unsettle the user by
showing negative feedback, such as frowning.
In addition to the character’s backchannel behavior, we use different types of conversational gestures
and key posture features for realizing the two personalities. We rely on the work of Ravenet, Ochs, and
Pelachaud who have collected a corpus of a virtual characters non-verbal behavior that a character
should display to convey particular interpersonal attitudes [Ravenet, Ochs, and Pelachaud 13]. The
corpus contains a comprehensive overview on non-verbal and verbal behavior rules, which are
congruent with the related literature we use. For this work, we focus on the rules for friendly gestures
and posture feature (e.g. tilt of the head on a side with no gaze not averted). To further decrease a
user’s stress level, the recruiter shows a friendly gaze behavior that is supposed to be perceived as
unobtrusive [Fukayama et al. 02].
Figure 5: Player Welcome Screen and related User Model.
II.4 Player Welcome Screen – User Model
The Player Welcome Screen let’s a user enter personal information. All personal information will not
be stored locally on the computer with regard to respect the privacy of the TARDIS game users. The
Welcome Screen is in fact an interface to parts of the user model the game has (see Figure 5).
The user model holds information in three areas:
1. Player General Info. Consists of the name and the gender information.
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2. Player Experience. Consist of a compilation of skills of the TARDIS target group youngsters that
are related to the modeled job areas (see next section).
3. Player Profile. Hold information about self-assessment of a player’s personality, ranging from shy
to confident.
The Player General Info is used by the game to address the user respectfully, e.g. users are addressed
with her/his noted name and syntactically correct gender flexion on the word level.
II.5 Job Areas
The final TARDIS game supports three different job areas among a user might chose in the Player
Welcome Screen. Those areas have been defined by asking job agency experts, teachers, and job
marked analysis:
1. Assistant in Call-Centers.
2. Postal Delivery Service.
3. Nursing staff (hospitals).
The overall game flow is not changed but different job related questions are asked and during the
Company Presentation phase other content is used.
II.6 Game Difficulty
Three aspects influence the overall difficulty of the game.
1. Selected Recruiter. Players might get uncomfortable when selecting a recruiter of the opposite
gender [Zanbaka et al. 06, Karacora et al. 12].
2. Chosen Player Experience. Users define the queried personal experiences in terms of strength and
weaknesses. They can be adjusted by a graphical interface that appears prior to the game play (see
Figure 6, top, left). The more extreme an item is configured (e.g. no knowledge in Math, expert
knowledge in Spanish) is higher the chance that this is addressed during the interview.
3. Chosen Player Profile. A confident selection lets recruiter have some demanding non-verbal
social cues; a shy selection selects understanding non-verbal behavior, drifty and cocky let the
system randomly chose a recruiter type but with a bias related to shy or confident.
The overall game flow is not changed by any of these values.
II.7 Environment and Camera
The world that the virtual recruiter inhabits is a typical office environment. As mentioned previously, it
is designed as a seated office with a desk.
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Figure 6: Player experience and virtual recruiter standing in 3D office and sitting at the desk.
The character can stand or sit (see Figure 6). While a user starts to play the game the character first
stands and invites a user to sit. Then the character sits, supporting the impression that the official
interview will start. After game, the virtual recruiter will stand up again saying goodbye, signaling that
the interview is over. Every posture transition, 1) standing to sitting, and 2) sitting to standing triggers a
camera movement. In the first case, the camera is zooms towards the virtual recruiter, showing at the
end of the transition the upper body. In the second case, the camera is zooms away from the virtual
recruiter, ending with showing the whole scene.
II.8 Tutorial Phase
At the beginning of the game, the character introduces itself and presents the game mechanics to the
user in a tutorial phase, which is common to modern computer games. The purpose is to make users
acquainted to the capabilities of sensor system, and linked reactions of the virtual recruiter and the
system. This addresses transparency and the functionality of the system.
III Reward Mechanics In general, the TARDIS game is designed for youngsters to play without any support with a youth
worker. To provide youngsters a guided experience the tasks they have to perform in the game are
defined by social cue cards (see Figure 2).
While playing the game, the youngster is asked to adapt to specific social task situations, which are
related to the game phase (see Figure 6, left bottom). The welcome phase is related to the social task of
presenting one self. The subsequent phase of company presentation is related to the task of listening
carefully, and the last phase strength and weaknesses is related to conversation about the youngster’s
profile. For each phase different social cues are required. Experts, e.g. social workers and job
recruiters, identified those in several TARDIS related workshops and evaluation studies, see
Deliverable D 6.1 and D 6.2.
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Figure 7: Interview phase related social cues and credit points.
Figure 7 gives an overview about all credit points a user can achieve during an interview. In total 17
credit points are possible. Since the last phase is difficult per se, credit points get doubled, if all cues
are performed correctly during that phase.
III.1 Social Cue Credit Points
During the virtual interview, the user will receive rewards for a range of properties concurrent with
appropriate behaviour in job interviews. These credits will contribute to an overall ‘score’ upon the
conclusion of the interview. Completing a level will occur once a specified score has been achieved.
Once they have completed one level, they can attempt a job interview with a more challenging level.
The repeated exposure to these various interviews should make the idea less daunting when it comes to
a real-life situation. Also, the achievement of a successful job interview, should improve confidence
with each success.
Every tip of the current social cue card, that a user performs correctly, will grant one point. The points
will sum up over the course of the entire game and are meant to give the user an additional incentive
for showing adequate behavior during the interview. For example, if the user uses an appropriate
amount of smiling during answers to the questions of the recruiter, the social cue gets highlighted and
the total credit counter gets increased. Some of the cues have to be performed (or not performed)
during a whole interview phase, e.g. do not freeze up (see Figure 7).
According to the social task, the user is asked questions by the virtual recruiter or to listen carefully
while she is talking. The game gives direct feedback of using required social cues in a fitting or non-
fitting way.
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During the game, these cues care displayed directly on the game screen supporting the youngster which
cues are required (see Figure 8).
The detection of the clues relies on the nonverbal behavior analyzer NovA tool that enables the
TARDIS framework to detect non-verbal cues, and voice quality aspects in real-time using the MS
Kinect sensor, see section Tracking Social Cues below, and Deliverable D 2.3.
Figure 8: Reward for holding eye contact.
III.2 Game Levels
The game levels are designed to address different necessary social qualities of employees. Such are:
friendliness, politeness, open-mindedness, being interested and committed, and giving the impression
of being competent.
Welcome
The Welcome phase is an important phase in job interviews since it comes with the first impression of
a possible job candidate. The (implicit, since this is not be verbalized) goal of that phase is to give the
impression of being polite, friendly and open-minded. The candidate is asked to present herself/himself
with the following social cues: 1) smile, 2) hold eye contact, 3) use open gestures, 4) speak loudly, and
5) don’t freeze up. During the game, these cues are displayed directly on the game screen supporting
the youngster which cues are required (see Figure 7, top).
According to the social task, the user is asked questions by the virtual recruiter or to listen carefully
while she is talking. The game gives direct feedback of using required social cues in a fitting or non-
fitting way.
Company Presentation
The Company Presentation phase is designed to test the qualities of candidates to listen and to show
interest. The candidate is asked to present herself/himself, with the following social cues: 1) don’t cross
arms, 2) hold eye contact, 3) lean front, 4) listen carefully. As in the Welcome phase, these cues are
displayed directly on the game screen (see Figure 7, center).
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Strengths & Weakness
The Strengths & Weakness phase is important with regard to a candidate’s own presentation of job
related skills. It is designed to test the qualities of candidates being committed, and giving the
impression of being competent. The candidate is asked to present herself/himself with the following
social cues: 1) give long answers, 2) don’t freeze up, 3) give long answers (at least more than 8 words),
and 4) talk lively (with a vivid voice). As in the Welcome phase, these cues are displayed directly on
the game screen (see Figure 7, center). If all cues are performed correctly, the credit points are doubled
to give an incentive to master the tough phase (see Figure 7, bottom).
Figure 9: Non-verbal behavior Analyzer tool.
IV Tracking Social Cues The NovA tool (see Figure 9) serves to analyze the learner’s social cues in real-time when interacting
with a virtual recruiter in a simulated job interview. In the context of the TARDIS job simulation game,
the SSI framework is used to analyze various social signals (see Deliverable D 2.3). SSI provides an
interface to a large diversity of sensing devices as well as a variety of tools for the real time recording
and pre-processing human behavior data. The following cues are detected in real-time:
• Body and Facial Features: Postures, gestures, head gaze, smiles, motion energy, overall activation
• Audio Features: Voice activity, intensity, loudness, pitch, audio energy, duration, pulses, periods,
unvoiced frames, voice breaks, jitter, shimmer, harmonicity, speech rate
Besides enabling the system to react to the user in real time, these cues also give us a glimpse into the
user’s state of mind during the interview, allowing us to observe the impact of the virtual character’s
actions on the user.
Providing such an environment is highly desirable from the point of view of improving practice, since
it enables a repeatable experience that can be modulated to suit the individual needs of the learner. It
may also mitigate negative side effects resulting from real-life settings, in particular, the stress
associated with engaging in unfamiliar interactions with others. In this context, the recognition rate of
our social cue detection for body language and voice activity detection has been evaluated and
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achieved a mean recognition rate of 88% [Baur et al. 13]. Various studies have been conducted using
real job seeking youngsters and trainer practitioners [Porayska-Pomsta et al. 13] [Gebhard et al. 14]
where NovA was used to debrief users of the TARDIS system. Ongoing user experience evaluations
[Porayska-Pomsta et al. 14] have shown so far that user’s self reports about their behavior
characteristics correspond to NovA’s calculated outputs. Feedback from youngsters and trainers
revealed that self-reflection with the help of audiovisual recordings, enhanced by objective labeling of
behavior is better accepted, as it is seen more fair than subjective feedback from trainers. Another
aspect we’ve learned from these studies is that a simple user interface is more suitable for such a target
audience. We therefore also created a simpler version of the UI, showing only the video recordings,
labels of behavioral cues and general outputs from the user state detection for such purposes. The data
of mentioned studies has been used to shape the design of the graphical user interface, the interaction
design, the choice in social cues and the preliminary Dynamic Bayesian networks (DBNs) for detecting
user states.
V Summary This document presents the final version of the TARDIS Job Interview Training Game, focusing on the
game progress, player incentive, and user model. The game software is based on modules of the
TARDIS academic research platform. The commercial Charamel virtual character rendering engine
and the commercial Nuance TTS system extends them. We call the resulting software framework the
TARDIS commercial platform. This system has fewer demands on the required hardware and could be
the starting point for a deployable commercial job interview training game.
In the TARDIS Job Interview Training Game a player conducts an interview with a Virtual Recruiter,
who assesses the socio-emotional behaviours of the player through the MS Kinect sensor. Upon the
interpretation of the player behaviours, the recruiter reacts to these appropriately, and conveys
responses fitting to typical phases of job interviews. The overall objective of the game is that it be used
as a tool to aid youth inclusion practitioners for use particularly by youngsters who wish to improve
their confidence and social-skills. The target audience for the TARDIS game are youngsters looking to
become more included in the work force. For the most part, participants will be between the ages of 18-
25, but it is possible that they may be younger or older than this range.
Using the SSI (social signal interpretation) framework, the TARDIS game perceices non-verbal
behaviour of the player with the help of the Kinect Sensor. It allow the system to recognize various
non-verbal behaviours (social cues) such as gestures, postures, head gaze, facial expressions, voice
activity and other vocal features (pitch, energy, loudness). Feedback from the virtual recruiter will be
conveyed in natural behaviours and appropriate reactions to the user’s actions and body language
throughout the game.
Conducted evaluation lab studies and studies in relevant schools in Germany have shown a massive
interesst in this kind of training software. In addition, the results of the studies show a steeper leraning
curve when compared to traditional job interview training material.
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