As per the emotion theory, the following simple examples are based on situations Steve desires to have come about, or to have not come about.
Goal: I will engage the user
Goal: The user will retain task knowledge (adapted from Herman the Bug)
Goal: The user will be cautions.
Goal: The user will perform increasingly well over a previously
assessed baseline
Goal: I will give explanations about the subject domain, and discuss
interesting details about the domain with the user.
Selected notes:
By caring about how well the student performs, Steve shows the student that he is interested in the user's progress. When combined with a friendship relationship, Steve also can exhibit fortunes-of-others emotions which is a rudimentary form of ``caring'' about the student himself.
By exhibiting happiness when he has a chance to share information about the subject domain, Steve manifests a rudimentary form of enthusiasm about the subject.
The bi-valenced goal for caution can be implemented, for example, as fear and hope over a prospective future event. For a caution-sensitive Steve, there might be both a recurring hope, and a recurring fear with respect to an accident happening to a user, subsequent to training with Steve. Each instance of user caution raises the threshold which controls whether or not the rumination occurrence (implemented as a cyclic, self-generating, event) actually leads to an instance of fear. Similarly each instance of sloppiness, leading to a simulation accident (or potential accident), leads to a reduced threshold. With identical structure, but in a contrasting manner, ruminations leading to hope that an accident will not occur would take the same form: the more the user exhibits caution, the more hope will tend to arise; the more the user exhibits sloppiness the less hope will tend to arise.