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Adapting Chatterbots’ Interaction for Use in Children’s Education
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Author(s): Antonio F. L. Jacob (Federal University of Pará, Brazil), Eulália C. da Mata (Federal University of Pará, Brazil), Ádamo L. Santana (Federal University of Pará, Brazil), Carlos R. L. Francês (Federal University of Pará, Brazil), João C. W. A. Costa (Federal University of Pará, Brazil)and Flávia de A. Barros (Federal University of Pernambuco, Brazil)
Copyright: 2014
Pages: 16
Source title:
Emerging Research and Trends in Interactivity and the Human-Computer Interface
Source Author(s)/Editor(s): Katherine Blashki (Noroff University College, Norway)and Pedro Isaias (Portuguese Open University, Portugal)
DOI: 10.4018/978-1-4666-4623-0.ch021
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Abstract
The Web is providing greater freedom for users to create and obtain information in a more dynamic and appropriate way. One means of obtaining information on this platform, which complements or replaces other forms, is the use of conversation robots or Chatterbots. Several factors must be taken into account for the effective use of this technology; the first of which is the need to employ a team of professionals from various fields to build the knowledge base of the system and be provided with a wide range of responses, i.e. interactions. It is a multidisciplinary task to ensure that the use of this system can be targeted to children. In this context, this chapter carries out a study of the technology of Chatterbots and shows some of the changes that have been implemented for the effective use of this technology for children. It also highlights the need for a shift away from traditional methods of interaction so that an affective computing model can be implemented.
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