Chirag Bhuvaneshwara

Ahmed Amer, Chirag Bhuvaneshwara, Gowtham K. Addluri et al.

Listeners use short interjections, so-called backchannels, to signify attention or express agreement. The automatic analysis of this behavior is of key importance for human conversation analysis and interactive conversational agents. Current state-of-the-art approaches for backchannel analysis from visual behavior make use of two types of features: features based on body pose and features based on facial behavior. At the same time, transformer neural networks have been established as an effective means to fuse input from different data sources, but they have not yet been applied to backchannel analysis. In this work, we conduct a comprehensive evaluation of multi-modal transformer architectures for automatic backchannel analysis based on pose and facial information. We address both the detection of backchannels as well as the task of estimating the agreement expressed in a backchannel. In evaluations on the MultiMediate'22 backchannel detection challenge, we reach 66.4% accuracy with a one-layer transformer architecture, outperforming the previous state of the art. With a two-layer transformer architecture, we furthermore set a new state of the art (0.0604 MSE) on the task of estimating the amount of agreement expressed in a backchannel.

Lara Chehayeb, Chirag Bhuvaneshwara, Manuel Anglet et al.

Teachers in challenging conflict situations often experience shame and self-blame, which relate to the feeling of incompetence but may externalise as anger. Sensing mixed signals fails the contingency rule for developing affect regulation and may result in confusion for students about their own emotions and hinder their emotion regulation. Therefore, being able to constructively regulate emotions not only benefits individual experience of emotions but also fosters effective interpersonal emotion regulation and influences how a situation is managed. MITHOS is a system aimed at training teachers' conflict resolution skills through realistic situative learning opportunities during classroom conflicts. In four stages, MITHOS supports teachers' socio-emotional self-awareness, perspective-taking and positive regard. It provides: a) a safe virtual environment to train free social interaction and receive natural social feedback from reciprocal student-agent reactions, b) spatial situational perspective taking through an avatar, c) individual virtual reflection guidance on emotional experiences through co-regulation processes, and d) expert feedback on professional behavioural strategies. This chapter presents the four stages and their implementation in a semi-automatic Wizard-of-Oz (WoZ) System. The WoZ system affords collecting data that are used for developing the fully automated hybrid (machine learning and model-based) system, and to validate the underlying psychological and conflict resolution models. We present results validating the approach in terms of scenario realism, as well as a systematic testing of the effects of external avatar similarity on antecedents of self-awareness with behavior similarity. The chapter contributes to a common methodology of conducting interdisciplinary research for human-centered and generalisable XR and presents a system designed to support it.

Bernhard Hilpert, Claudio Alves da Silva, Leon Christidis et al.

Self-awareness is a critical factor in social human-human interaction and, hence, in social HCI interaction. Increasing self-awareness through mirrors or video recordings is common in face-to-face trainings, since it influences antecedents of self-awareness like explicit identification and implicit affective identification (affinity). However, increasing self-awareness has been scarcely examined in virtual trainings with virtual avatars, which allow for adjusting the similarity, e.g. to avoid negative effects of self-consciousness. Automatic visual similarity in avatars is an open issue related to high costs. It is important to understand which features need to be manipulated and which degree of similarity is necessary for self-awareness to leverage the added value of using avatars for self-awareness. This article examines the relationship between avatar visual similarity and increasing self-awareness in virtual training environments. We define visual similarity based on perceptually important facial features for human-human identification and develop a theory-based methodology to systematically manipulate visual similarity of virtual avatars and support self-awareness. Three personalized versions of virtual avatars with varying degrees of visual similarity to participants were created (weak, medium and strong facial features manipulation). In a within-subject study (N=33), we tested effects of degree of similarity on perceived similarity, explicit identification and implicit affective identification (affinity). Results show significant differences between the weak similarity manipulation, and both the strong manipulation and the random avatar for all three antecedents of self-awareness. An increasing degree of avatar visual similarity influences antecedents of self-awareness in virtual environments.