Minion- en ordningsam vän i tvättstugan. Tvättstugan. En samhällstjänst som alla tar för givet eller en arena för dåligt beteende. Vad den än är så är den stället där beteenden som fusk med städning samt stulna tvättider och kläder sker vilket kan mynna ut i riktigt allvarliga bråk som polisanmäls. Att ändra på tvättstugan och hålla ett vakande öga över den kostar pengar och det har inte alla. Under dessa förhållanden kommer problemen som påträffas där, bara att fortsätta att existera tills alla tvättstugor stängs. Forskning har visat att bilder på ögon motarbetar beteenden som orsakar problem i tvättstugan. De skapar en omedveten känsla av övervakning som korrigerar beteenden genom medvetenheten om det dåliga beteendet, eller av rädslan att bli påkommen och bestraffad. När bilder på ögon har en så stor effekt på oss kommer en interaktiv robot försedd med ögon, röst och en snäll personlighet att ha samma effekt samt förstärka känslan av övervakning. Minion är en liten interaktiv robot som håller tvättstugans besökare sällskap och blir dess beskyddare. Minions huvuduppgift är att påminna tvättstugans besökare att de aldrig är ensamma där och därmed motarbeta dåligt beteende som förstärks på avskilda platser. Minion lyckas med det genom att kommunicera, sjunga, dansa, äta ludd från torktumlaren och berätta lite olika saker om världen och sitt eget liv. Till och med i sin tystnad orsakar Minion känslan av övervakning för den som vistas i tvättstugan. Tyvärr är den existerande prototypen bara ett skal och inte en funktionell robot, därför förklarades Minions funktioner muntligt och med hjälp av bilder under användarstudien. Minion mottogs med spänning och godkännande och det visade sig att Minions alla funktioer är relevanta och uppfylls till fullo. Minion skulle kunna vidareutvecklas till andra områden av vardagslivet där en interaktiv robot kan vara användbar, som att förbättra livskvaliteten för människor i behov av en kamrat. / Minion- an orderly friend in the common laundry room The common laundry room. A service to society that everyone takes for granted or an arena for bad behavior. In either case, it is a place where cheating with cleaning up after yourself as well as hijacking appointments and stealing other people’s belongings can lead to really serious fights that are reported to the police. Changing the common laundry room and keeping a waking eye on it, costs a lot of money something that not everyone has access to. Under these circumstances, the problems found there will simply go on existing until all common laundry rooms are shut down.  Research has proven that pictures of eyes can counter act behaviors similar to the ones causing trouble in the common laundry room. These pictures cause an unconscious feeling of being watched that will correct such behaviors either by creating consciousness of the bad behavior or the fear of being caught and then punished. As pictures of eyes have such a severe effect on us, an interactive robot with eyes, a voice and a kind personality will have the same effect as well as reinforce the feeling of being watched. Minion is a small interactive robot that keeps the common laundry room’s visitors company while being its patron. Minion’s main task is to remind the visitors that they are never there alone and can therefore counteract such bad behavior that is reinforced in secluded spaces. Minion succeeds in doing so by having the ability to communicate, sing, dance, eat fluff from the drier and recount facts about the world and its own life. Even while being silent it causes the same feeling of being watched for the ones being in the common laundry room with it. Unfortunately the existing prototype is that only of a shell and not a fully functional robot, as of which Minion’s functions had to be explained through pictures and reenactments during the user study that was made. Minion was embraced with excitement and approval and the case study proved that all of Minion’s functions are relevant as well as completely fulfilled. Minion could be further developed to other areas of daily life where an interactive robot could be of some use, such as in improving the quality of life for people in need of a companion.

Impersonal, non-face-to-face contact and text-based interfaces, in the e-Learning segment, present major problems that are encountered by learners, since they are out on vital personal interactions and useful feedback messages, as well as on real-time information about their learning performance. This research programme suggests a multimodal, combined with an edutainment approach, which is expected to improve the communications between users and e-Learning systems. This thesis empirically investigates users’ effectiveness; efficiency and satisfaction, in order to determine the influence of edutainment, (e.g. amusing speech and facial expressions), combined with multimodal metaphors, (e.g. speech, earcon, avatar, etc.), within e-Learning environments. Besides text, speech, visual, and earcon modalities, avatars are incorporated to offer a visual and listening realm, in online learning. The methodology used for this research project comprises a literature review, as well as three experimental platforms. The initial experiment serves as a first step towards investigating the feasibility of completing all the tasks and objectives in the research project, outlined above. The remaining two experiments explore, further, the role of edutainment in enhancing e-Learning user interfaces. The overall challenge is to enhance user-interface usability; to improve the presentation of learning, in e-Learning systems; to improve user enjoyment; to enhance interactivity and learning performance; and, also, to contribute in developing guidelines for multimodal involvement, in the context of edutainment. The results of the experiments presented in this thesis show an improvement in user enjoyment, through satisfaction measurements. In the first experiment, the enjoyment level increased by 11%, in the Edutainment (E) platform, compared to the Non-edutainment (NE) interface. In the second experiment, the Game-Based Learning (GBL) interface obtained 14% greater enhancement than the Virtual Class (VC) interface and 20.85% more than the Storytelling interface; whereas, the percentage obtained by the game incorporated with avatars increased by an extra 3%, compared with the other platforms, in the third experiment. In addition, improvement in both user performance and learning retention were detected through effective and efficiency measurements. In the first experiment, there was no significant difference between mean values of time, for both conditions (E) & (NE) which were not found to be significant, when tested using T-test. In the second experiment, the time spent in condition (GBL) was higher by 7-10 seconds, than in the other conditions. In the third experiment, the mean values of the time taken by the users, in all conditions, were comparable, with an average of 22.8%. With regards to effectiveness, the findings of the first experiment showed, generally, that the mean correct answer for condition (E) was higher by 20%, than the mean for condition (NE). Users in condition (GBL) performed better than the users in the other conditions, in the second experiment. The percentage of correct answers, in the second experiment, was higher by 20% and by 34.7%, in condition (GBL), than in the (VC) and (ST), respectively. Finally, a set of empirically derived guidelines was produced for the design of usable multimodal e-Learning and edutainment interfaces.

Does the individual really matter in the post-modern world, brimming with countless signs and signifiers? My main objective in this writing is to demonstrate how this happens in Verhoeven's films, exploring his central themes and subtext and doing what science fiction does: hold a mirror up to the contemporary world and critique it, asking whether our species' current trajectory is beneficial or hazardous.; Dutch director Paul Verhoeven is a polarizing figure. Although many of his American made films have received considerable praise and financial success, he has been lambasted on countless occasions for his gratuitous use of sex, violence, and contentious symbolism--1995s Showgirls was overwhelmingly dubbed the worst film of all time and 1997s Starship Troopers earned him a reputation as a fascist. Regardless of the controversy surrounding him, his science fiction films are a move beyond the conventions of the big blockbuster science fiction films of the 1980s (E.T. and the Star Wars trilogy are prime examples), revealing a deeper exploration of both sociopolitical issues and the human condition. Much like the novels of Philip K. Dick (and Verhoeven's 1990 film Total Recall--an adaptation of a Dick short story), Verhoeven's science fiction work explores worlds where paranoia is a constant and determining whether an individual maintains any liberty is regularly questionable. In this thesis I am basically exploring issues regarding power. Although I barely bring up the term power in it, I feel it is central. Power is an ambiguous term; are we discussing physical power, state power, objective power, subjective power, or any of the other possible manifestations of the word? The original Anglo-French version of power means "to be able," asking whether it is possible for one to do something. In relation to Verhoeven's science fiction work each demonstrates the limitations placed upon an individual's autonomy, asking are the protagonists capable of independent agency or rather just environmental constructs reflecting the myriad influences surrounding them.