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Many current video games feature virtual worlds inhabited by autonomous 3D animated characters. These characters often fall short in their ability to participate in social interactions with each other or with people. Increasing the social capabilities of game characters could increase the potential of games as a platform for social learning. This article presents advances in the area of social autonomous character design. Specifically, a computational model of social relationship formation is described. This model formed the basis for a game entitled “AlphaWolf” that allows people to play the role of newborn pups in a pack of virtual wolves, helping the pups to find their place in the social order of the pack. This article offers the results from a 32‐subject user study that assessed the social relationship model, showing that it effectively represents the core elements of social relationships in a way that is perceivable by people. Additionally, this article proposes a game that will allow parents, teachers and children to experiment with computational social behavior through social virtual characters. This research contributes to the development of games for social learning by offering a set of viable algorithms for computational characters to form social relationships, and describing a project that could utilize this model to enable children to learn social skills by interacting with game characters.

This paper reports on a grant-funded project to create a hand-drawn, custom-made animated character named Jasmyn. Drawing on animation theory, the purpose of this paper is to use qualitative research to investigate student responses to the medium of animation, the character’s design, and three presentation strategies.

The researchers held three student focus groups to investigate the following research questions: Will students endorse animation as a medium for library instructional videos on the grounds of its entertaining, subversive, or playful qualities? Is Jasmyn designed and written in a way that engages students and compels them to respond to her as a character? How will students respond to three presentation strategies: a lecture-style video, a video with supplemental animations, and a real-time, interactive lesson?

The researchers found that students expressed broad enthusiasm for animation as a medium, though responses to Jasmyn’s personality were mixed. The only presentation strategy that prompted unique responses was the interactive session, although all three focus groups provided revealing commentary about online learning. Students also identified aspects of the animation and character that could be improved, and reflected on ways Jasmyn might be integrated into online learning.

This study, performed as part of a pilot project, was deliberately small in scale. Clearer implications would emerge from repetition with a larger group of students.

Jasmyn may be the only hand-drawn, custom-made animated character created for library instruction. No research studies on the use of animation in libraries have been published to date.

Previous research has focused on how trustworthiness can be evoked by the physical design of on‐screen characters (OSCs) within the e‐commerce interface. The purpose of this study is to investigate whether or not the OSCs representation, along with user differences, influence, how likeable, appropriate and trustworthy they are.

A web site was created for a simulated online bookseller and 183 people from various countries participated in the experiments. OSC representations were tested under four conditions in the main experiment: facial appearance (human‐like vs cartoon‐like) and gender (male vs female).

The results suggest that the human‐like characters are more likeable, appropriate and trustworthy in general terms. However, when perceived capabilities of OSCs are measured, a mismatch can occur between expectations and capabilities of the human‐like OSCs. In fact, cartoon‐like OSCs, especially female, had more positive effects on the web site interface.

This study was limited to simulations of on‐screen scenarios. Future work, with access to the huge database required, could investigate the effects of truly interactive OSCs. Larger national sub‐samples would permit generalisations about cross‐cultural differences.

For e‐tailers and web designers, this study suggests critical design variables and response‐moderating variables that mediate the effects of OSCs in e‐retailing. It helps to understand customers' interaction needs in establishing and maintaining para‐social relationships, potentially increasing purchase intentions and persuasion.

The efficacy of different representations of OSCs to retail situations has been little investigated previously; this study measured how likeable, appropriate and trustworthy different OSC design formats are to different customer types.

The purpose of the research is to develop a universal mechanism of highly effective decision-making in modern business systems in any business environment.

The methods of logical analysis, modeling of managerial processes, and formalization are used.

A universal mechanism of highly effective decision-making in modern business systems is developed – it could be applied in any business environment and any business system. The mechanism is based on the interactive algorithm of decision-making in modern business systems that allows adapting the process of decision-making to the current situation in the business system and the business environment in view of the changing complexity of problems and criteria of optimality of managerial decisions. The tools of implementing the mechanism are outsource, mediation, and intellectual support for managerial decisions. These tools are used as an addition to traditional tools – organizational structure, organizational culture, and leadership. The result of implementing the developed mechanism is high probability of making of optimal managerial decisions and supporting sustainability and stability of the business system.

The developed mechanism of highly effective decision-making in modern business systems allows selecting the best model of decision-making depending on current needs and possibilities of the business system instead of following one selected model in all situations. That is, the key advantage of this mechanism is its interactive character, which ensures high flexibility of the process of making of managerial decisions together with sustainability of the business system.

While visual arts, drama, dance and music have been used to enhance literacy learning for many decades in preschool and primary classrooms, engaging with mobile learning can also provide many opportunities for young learners to explore and develop language and literacy. The use of mobile devices is of particular interest as technology has an impact on pedagogy and the mobility of digital devices provides many opportunities for engaged and meaningful literacy learning when teamed with the arts. In this chapter, we define the arts and their relationship with literacy learning before exploring a number of resources and practices for integrating their use in early learning settings.

The purpose of this paper is to elaborate on the concept of action by addressing actions and roles in the practice of action research, illustrated by dilemmas in an action research project on information systems development in public sector. The main ambition with action research is being able to solve organisational problems through intervention and to contribute to scientific knowledge. The main emphasis has so far been on the “research part”. Here the authors focus on the “action part” of action research to generate rigorous research, to solve local problems and to deal with evident dilemmas in action research.

This is a qualitative case study. The empirical illustrations of this paper originate from an action research project that focused the two e-service development initiatives analysed below. The analysis is structured using key aspects and phases proposed by Avison et al. (2001). As a result of the analysis, the concept of action is elaborated. The action elements action, actor, motive, space and time are analysed together with different roles. This goes beyond the existing action research literature.

The conclusions show that there is a need to understand actions and roles within action research projects – not separating action from research. Research is also seen as action. The practice of action research is also discussed as context-bounded interactive social action: action research as a recurrent, interactive and dynamic activity. It is also identified that the understanding of roles, actions and interaction can help handle dilemmas in action research.

The authors contribute to the body of knowledge concerning action research in the information systems research field and in general by exploring the need to study the concept of action (e.g. situations and elements), to be explicit concerning the different phases, roles and responsibilities and management of different dilemmas in action research. A limitation of this study is that the inter-organisational development character in this study adds an extra dimension into the practice of actions research only partially highlighted. Another limitation is focus on public agencies. However, this is not critical for the results on action elements and the action research dilemmas that are studied.

The understanding of roles, actions and interaction can solve the dilemmas and challenges linked to the practice of action research in the information systems field, but such understanding can help discover and handle dilemmas in action research.

The originality in this research is an illustration of and a perspective of action research as a context-bounded interactive social action: action research as a recurrent, interactive and dynamic activity. The value is that this knowledge can help handle dilemmas in action research.

The purpose of this paper is to explore advergaming to identify how users respond to characters in terms of forming brand trust and purchase intentions. The study shows that users will tend to trust brands when characters are congruent with product type and trust propensity.

In a 2×2×2 factorial design, the character presence/absence condition and product type (high vs low involvement) are between-subject, manipulated and dichotomous variables. Trust propensity is a measured, continuous variable.

Findings indicate that character presence contributes to brand trust, leading to higher purchase intentions. Character presence is more effective for promoting products of low involvement; character absence is more effective for promoting products of high involvement. Moreover, in the low-involvement product condition, consumers who have low-trust propensity are more persuaded by characters. In the high-involvement product condition, consumers who have high or low-trust propensity respond similarly to both character presence and absence.

Although characters potentially affect how gamers react to online gaming, surprisingly few studies have attempted to identify how the characters and their interactions influence consumers’ emotions and behaviors in advergaming contexts. The current study fills the gap by focusing on the effects of characters and the interactions among other influences related to characters. This study makes new theoretical and practical contributions to the literature by showing that brand trust plays a mediating role and demonstrates that game characters can stimulate purchase intentions more persuasively depending on gamers’ trust propensity and involvement in the advertised products. The findings contribute to theory regarding congruency effects of game characters and the theory of brand trust.

TV changes in several disciplines concurrently: from analogue to digital, from scheduled broadcasts to on‐demand TV on the internet, from a lean‐back (passive) to a lean‐forward (active) media, from straight watching to the consumption of content connected to additional services, from the sole TV viewer to the viewer being part in social networks and communities regarding to the TV content, etc. The purpose of this paper is to demonstrate the adaptation of design and realization of TV program formats to the changes that happen to television. In addition, the paper would like find out how to support the design of interactions, dynamic narrations and content types as well as the role of the internet within these processes and this application area.

Currently, there exist many approaches towards the development of social, collaborative, and interactive TV program formats and systems. Within the scope of this paper, the authors present latest case studies and example program formats for each case. The paper examines them concerning their interaction possibilities and architecture as well as the influence and utilization of the web. Finally, the paper provides a simple categorization according to the narration character, content, and interactivity types of the listed TV program formats.

Caused by the collaborative and interactive characteristic of the web, a big influence of the web concerning the hardware‐ and content‐sided development of TV is discovered. Nevertheless, the web's potential is absolutely not exploited in this area, neither to give more dynamic to the narration, nor to appreciate the content type or the interactivity. Finally, the paper identifies a high effort, occurrence and development in the interactivity, in contrary to the narration characteristic and content types.

Only one representative, example TV program format enabling interactions by the viewer for each case in the paper, has been chosen. The authors make no claim to be complete, in covering all genres, possibilities of interaction or TV program formats existing for the field of interactive/social/collaborative TV.

This paper presents an extension of a previous paper presented at the MoMM2009.

Two different types of technology-enabled stories that can help expand the notion of narratives are discussed in this chapter. The narratives found in digital storytelling and video games offer new possibilities and advantages for language learners and instructors. They are multimodal, immersive, and authentic; they offer significant motivational benefits and allow for agentive, situated, and participatory learning. Both forms, DST and video games, exemplify new modes of relating meaningful narratives. Media creation and sharing as well as gaming are familiar domains for today's learners. Thus, if these authentic practices are part of the learner's everyday experiences, it makes sense to utilize their potential for educational purposes. As the review of some applications in this chapter indicates, there is an area of convergence that is of particular interest for language learning purposes and may lead us to contemplate a redefinition of these narrative forms. In addition to more traditional narratives, these new and emergent forms can and should be represented in language learning curricula.