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MITHOS: Interactive Mixed Reality Training to Support Professional Socio-Emotional Interactions at Schools

Lara Chehayeb, Chirag Bhuvaneshwara, Manuel Anglet, Bernhard Hilpert, Ann-Kristin Meyer, Dimitra Tsovaltzi, Patrick Gebhard, Antje Biermann, Sinah Auchtor, Nils Lauinger, Julia Knopf, Andreas Kaiser, Fabian Kersting, Gregor Mehlmann, Florian Lingenfelser, Elisabeth André

TL;DR

This chapter presents the four stages of MITHOS in four stages and their implementation in a semi-automatic Wizard-of-Oz (WoZ) System, and presents a system designed to support it.

Abstract

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.

MITHOS: Interactive Mixed Reality Training to Support Professional Socio-Emotional Interactions at Schools

TL;DR

This chapter presents the four stages of MITHOS in four stages and their implementation in a semi-automatic Wizard-of-Oz (WoZ) System, and presents a system designed to support it.

Abstract

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.
Paper Structure (40 sections, 8 figures)

This paper contains 40 sections, 8 figures.

Table of Contents

  1. Introduction
  2. Human-Centered System Development
  3. XR in Learning, Teacher Education, Conflict and its Resolution
  4. Situational Interaction for Training Professional Respectful Conflict Resolution
  5. Definition of Respectful Social Interaction
  6. Professional Conflict Regulation in the classroom (BiWI)
  7. Conflict situations in a heterogeneous classroom setting
  8. Interaction Simulation Stage
  9. Training stage 1 $<$Situative training stage$>$
  10. Training stage 2 $<$Avatar-replay stage$>$
  11. Training stage 3 $<$Agent-feedback stage$>$
  12. Training stage 4 $<$Expert-feedback stage$>$
  13. Developing Computational models for automating the system - (used in both WoZ and Automated systems)
  14. Conceptual explanation of conflict model
  15. Emotional state model, Social obligations, intentions and internal conflict
  16. ...and 25 more sections

Figures (8)

  • Figure 1: Semi-automatic modeling of teacher behavior to be used for turn-by-turn evaluation of the teacher behavior on two dimensions: task and relationship conflict levels.
  • Figure 2: This figure shows the mapping of the conflict resolution styles on to the different possible phases in the MITHOS Training Stage 1: First situative training.
  • Figure 3: The room setup for the Mithos Wizard of Oz (WoZ) system which is spread over two rooms.
  • Figure 4: MetaHuman virtual avatar used for Training stage 2 $<$Avatar-replay stage$>$. Note that this avatar is personalised to match each teacher participant and in this case it matches the participant in Figure \ref{['fig_WoZ_room_setup']}.
  • Figure 5: System architecture overview of MITHOS Wizard of Oz (WoZ) setup that depicts the setup spread over two rooms and the different system components that the participant and wizard, respectively interact with.
  • ...and 3 more figures