The paper describes and discusses processes needed for human emotional behaviour simulation, in particular, emotion incorporation into rational thinking, as well as presents corresponding agent architecture. Such system would enable various application fields, perhaps one of the most important being enhancing smart devices with emotions. Decreasing frequency of social contact has become an urgent issue, particularly among young people. Emotional and social intelligence are however highly desired set of skills which is impossible to develop without interacting with others. Although this problem has been acknowledged, and there are some efforts to facilitate social contact, e.g., by augmented virtual reality games, that is still not enough. There is a need to develop environment that would allow learning exactly social and emotional skills. This on-going research aims at developing intelligent agents that are able to express and incorporate affects into rational processes.

The paper discuses several options to implement multi-robot systems focusing on coordination and action planning of the system. Particular implementation described in details as a case study...

Collaborative learning is a process that involves a group of peers collaborating with the aim to acquire new knowledge or skills. Collaborative learning environment enables such interactions by means of ICT. The paper focuses on affective collaborative learning environments, i.e., collaborative learning environments that are additionally aware of user’s emotions and moods. Based on the analysis of existing research, a general architecture of an affective collaborative learning environment has been proposed in the paper and the main challenges for developing such an environment have been identified, namely, nonintrusive and safe detection of user’s emotions, the adaptation of tutoring strategies, as well as modelling of artificial peers. This study can be considered the first step for the development of the collaborative learning environment that takes into account various affective aspects during the collaborative learning process.

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