Explicit Feedback Within Game-based Training: Examining The Influence Of Source Modality Effects On Interaction

This research aims to enhance Simulation-Based Training (SBT) applications to support training events in the absence of live instruction. The overarching purpose is to explore available tools for integrating intelligent tutoring communications in game-based learning platforms and to examine theory-based techniques for delivering explicit feedback in such environments. The primary tool influencing the design of this research was the Generalized Intelligent Framework for Tutoring (GIFT), a modular domain-independent architecture that provides the tools and methods to author, deliver, and evaluate intelligent tutoring technologies within any training platform. Influenced by research surrounding Social Cognitive Theory and Cognitive Load Theory, the resulting experiment tested varying approaches for utilizing an Embodied Pedagogical Agent (EPA) to function as a tutor during interaction in a game-based environment. Conditions were authored to assess the tradeoffs between embedding an EPA directly in a game, embedding an EPA in GIFT’s browser-based Tutor-User Interface (TUI), or using audio prompts alone with no social grounding. The resulting data supports the application of using an EPA embedded in GIFT’s TUI to provide explicit feedback during a game-based learning event. Analyses revealed conditions with an EPA situated in the TUI to be as effective as embedding the agent directly in the game environment. This inference is based on evidence showing reliable differences across conditions on the metrics of performance and self-reported mental demand and feedback usefulness items. This research provides source modality tradeoffs linked to tactics for relaying training relevant explicit information to a user based on real-time performance in a game

A hybrid e-learning framework: Process-based, semantically-enriched and service-oriented

Despite the recent innovations in e-Learning, much development is needed to ensure better learning experience for everyone and bridge the research gap in the current state of the art e-Learning artefacts. Contemporary e-learning artefacts possess various limitations as follows. First, they offer inadequate variations of adaptivity, since their recommendations are limited to e-learning resources, peers or communities. Second, they are often overwhelmed with technology at the expense of proper pedagogy and learning theories underpinning e-learning practices. Third, they do not comprehensively capture the e-learning experiences as their focus shifts to e-learning activities instead of e-learning processes. In reality, learning is a complex process that includes various activities and interactions between different roles to achieve certain gaols in a continuously evolving environment. Fourth, they tend more towards legacy systems and lack the agility and flexibility in their structure and design. To respond to the above limitations, this research aims at investigating the effectiveness of combining three advanced technologies (i.e., Business Process Modelling and Enactment, Semantics and Service Oriented Computing – SOC–) with learning pedagogy in order to enhance the e-learner experience. The key design artefact of this research is the development of the HeLPS e-Learning Framework – Hybrid e-Learning Framework that is Process-based, Semantically-enriched and Service Oriented-enabled. In this framework, a generic e-learning process has been developed bottom-up based on surveying a wide range of e-learning models (i.e., practical artefacts) and their underpinning pedagogies/concepts (i.e., theories); and then forming a generic e-learning process. Furthermore, an e-Learning Meta-Model has been developed in order to capture the semantics of e-learning domain and its processes. Such processes have been formally modelled and dynamically enacted using a service-oriented enabled architecture. This framework has been evaluated using a concern-based evaluation employing both static and dynamic approaches. The HeLPS e-Learning Framework along with its components have been evaluated by applying a data-driven approach and artificially-constructed case study to check its effectiveness in capturing the semantics, enriching e-learning processes and deriving services that can enhance the e-learner experience. Results revealed the effectiveness of combining the above-mentioned technologies in order to enhance the e-learner experience. Also, further research directions have been suggested.This research contributes to enhancing the e-learner experience by making the e-learning artefacts driven by pedagogy and informed by the latest technologies. One major novel contribution of this research is the introduction of a layered architectural framework (i.e., HeLPS) that combines business process modelling and enactment, semantics and SOC together. Another novel contribution is adopting the process-based approach in e-learning domain through: identifying these processes and developing a generic business process model from a set of related e-learning business process models that have the same goals and associated objectives. A third key contribution is the development of the e-Learning Meta-Model, which captures a high-abstract view of learning domain and encapsulates various domain rules using the Semantic Web Rule Language. Additional contribution is promoting the utilisation of Service-Orientation in e-learning through developing a semantically-enriched approach to identify and discover web services from e-learning business process models. Fifth, e-Learner Experience Model (eLEM) and e-Learning Capability Maturity Model (eLCMM) have been developed, where the former aims at identifying and quantifying the e-learner experience and the latter represents a well-defined evolutionary plateau towards achieving a mature e-learning process from a technological perspective. Both models have been combined with a new developed data-driven Validation and Verification Model to develop a Concern-based Evaluation Approach for e-Learning artefacts, which is considered as another contribution

Inclusive Intelligent Learning Management System Framework

Machado, D. S-M., & Santos, V. (2023). Inclusive Intelligent Learning Management System Framework. International Journal of Automation and Smart Technology, 13(1), [2423]. https://doi.org/10.5875/ausmt.v13i1.2423The article finds context and the current state of the art in a systematic literature review on intelligent systems employing PRISMA Methodology which is complemented with narrative literature review on disabilities, digital accessibility and legal and standards context. The main conclusion from this review was the existing gap between the available knowledge, standards, and law and what is put into practice in higher education institutions in Portugal. Design Science Research Methodology was applied to output an Inclusive Intelligent Learning Management System Framework aiming to help higher education professors to share accessible pedagogic content and deliver on-line and presential classes with a high level of accessibility for students with different types of disabilities, assessing the uploaded content with Web content Accessibility Guidelines 3.0, clustering students according to their profile, conscient feedback and emotional assessment during content consumption, applying predictive models and signaling students at risk of failing classes according to study habits and finally applying a recommender system. The framework was validated by a focus group to which experts in digital accessibility, information systems and a disabled PhD graduate.publishersversionpublishe

Intensive intervention for children and adolescents with autism in a community setting in Italy: a single-group longitudinal study

<p>Abstract</p> <p>Background</p> <p>Previous studies have shown favourable results with intensive behavioural treatment for children with autism: evidence has emerged that treatment can be successfully implemented in a community setting and in adolescent participants. The aim of this study was to describe the 2-year adaptive functioning outcome of children and adolescents with autism treated intensively within the context of special autism centres, as well as to evaluate family satisfaction with the activity of the centres.</p> <p>Methods</p> <p>Sixty participants with autism (20 females and 40 males, aged between 4 and 18 years) attending the semi-residential rehabilitation centres for autism located in the Abruzzo region (Central Italy) were followed up and their adaptive functioning was evaluated both at baseline and after one and two years using the Vineland Adaptive Behaviour Scales (VABS). Parents' satisfaction with the service was evaluated using the Orbetello Satisfaction Scale for Children and Adolescent Mental Health.</p> <p>Results</p> <p>The increase in VABS scores was significant on several domains in the different gender and age categories. It is worth noting that male children had improved a great deal (roughly, an effect size >0.20) in the domains of communication, daily living and motor skills (effect sizes 0.34, 0.45 and 0.27 respectively) whereas in male adolescents, a notable increase in VABS scores was recorded in the domain of socialization only (effect size 0.23). On the other hand, adaptive behaviour in female children increased in the domains of socialization and motor skills (effect sizes 0.27 and 0.42 respectively) whereas in female adolescents, good results were achieved in the domains of daily living, socialization and motor skills (effect sizes 0.22, 0.26 and 0.20 respectively).</p> <p>The level of satisfaction of users of the service over time was found to be substantial, even when they had recently started the program.</p> <p>Conclusions</p> <p>Our results support the implementation of special autism treatment community centres, based on a parent co-directed rehabilitative, intensive and early intervention. Further experimental research designed to document the effectiveness of services provided to children and adolescents with autism in the community is recommended.</p

Design and Development of a Real-Time Bio-Sensing System Assessing Student Mental Workload and Engagement

Ο εντοπισμός του επακριβούς επιπέδου προσήλωσης και εμπλοκής των μαθητών με το περιεχόμενο διδασκαλίας στην τάξη είναι ένας από τους πιο μεγαλεπήβολους στόχους των ερευνητών της εκπαιδευτικής και επιστημονικής κοινότητας. (Lang, 1995, Grossberg, 1987). Σχετικές διεπιστημονικές ερευνητικές προσπάθειες προσαύξησης ενδιαφέροντος και εντοπισμού της αποτελεσματικότητας των διδακτικών πρακτικών βασίζονται σε τυπικές μελέτες από τον χώρο της ψυχολογίας, της παιδαγωγικής, της παιδοψυχολογίας και της ψυχοφυσιολογίας. Νέες τεχνολογίες έχουν εισάγει διαγνωστικές συσκευές δανεισμένες από τον χώρο της ιατρικής με σκοπό να εκμεταλλευτούν τις δυνατότητες μετρήσεων βιολογικών σημάτων τα οποία αποτελούν επιβεβαιωμένες εκφράσεις ψυχοφυσιολογικών καταστάσεων οι οποίες μπορούν να μεταφραστούν σε εκδηλώσεις διέγερσης και διάθεσης. Οι ιατρικές συσκευές απαιτούν εργαστηριακό περιβάλλον λόγω των αναγκών χρήσης ηλεκτροδίων, κινητικών περιορισμών, συγχρονισμού και ομοιομορφίας των στοιχείων που προκύπτουν και γι’ αυτό τον λόγο δεν μπόρεσαν ποτέ να αποδόσουν μια προσιτή λύση εφαρμόσιμη ευρύτερα σε εκπαιδευτικό περιβάλλον. Στην παρούσα μελέτη, αναλύονται οι επιδόσεις μιας ειδικά κατασκευασμένης ηλεκτρονικής συσκευής, σχεδιασμένης ώστε να εξεταστούν οι δυνατότητες να εξαχθούν δείκτες ψυχοσωματικών εκφράσεων του χρήστη, με την δυνατότητα να χρησιμοποιείται εύχρηστα στην τάξη χωρίς ηλεκτρόδια και επηρεασμούς από προσαρτήσεις. Το ολοκληρωμένο σύστημα μέτρησης και αποτύπωσης συμπερασμάτων είναι βασισμένο σε μοντελοποίηση συμπεριφορών αλλαγής του καρδιακού παλμού και της ειδικής διηλεκτρικής αγωγιμότητας του δέρματος σε πραγματικό χρόνο. Η συσκευή χρησιμοποιεί οπτικούς και διηλεκτρικούς αισθητήρες επαφής και έχει μελετηθεί σε αντιπαραβολή με διαβαθμισμένα περιβάλλοντα προκλητών καταστάσεων νοητικής φόρτισης. Σειρές πειραματικών διαδικασιών εφαρμοσμένες σε διαβαθμισμένα σενάρια πρόκλησης ψυχοσωματικών διεγέρσεων έχουν ολοκληρωθεί για επικύρωση, μελέτη επιδόσεων και λειτουργία του συστήματος ακόμη και σε σύγκριση με εμπορικό προϊόν. Πειραματικά αποτελέσματα δείχνουν αξιόλογους συσχετισμούς του μοντέλου και των επιδόσεων του συστήματος με τις αναμενόμενες αποκρίσεις με ενθαρρυντικά ποσοστά ακρίβειας.Facing the challenge of improving adaptive interaction in educational technologies scientists and educators have turned their focal point in diverse areas ranging from educational, teaching and behavioural psychology to cognitive, affective and perceptual neuroscience. The introduction of digital technologies and interactive media tools in education has shown improved learning efficiency, much higher memory activation and assimilation than verbal teaching, notably due to enhancing motivation achieved by employing approaches attracting student’s attention. Excelling aspects of audio visual presentation proved highly valuable particularly in classes with multi ethnic groups of students, as for example consistency between definitions and objects which were verbally and visually defined, eliminating possible misconceptions caused by mishearing or misinterpretation by the learner. Taking it all one step further as to how an educational system could be even more efficient, a new element would be needed revealing a credible judgment of learning scores and effectiveness of the learning process instantaneously as for example inner levels of activation and satisfaction. In fact, this could be made possible using existing technologies if subconscious neurophysiological responses of a learner could be ascertained and inferred to psycho-somatic conditions as they occur. A system including bio-sensing, data analysis and processing in real time able to provide quantified markers of psychosomatic states of a learner would help enormously in next generations of educational practice. Incorporating data of student engagement and active involvement could help to deduce the interest of a learner, which is known to improve sensitisation in implicit, incidental and also in classical learning. Experimental settings used in previous studies attempting to incorporate physiological responses and interpretations into responsive educational settings have faced major obstacles. Operational issues caused by the requirements of the devices used for the acquisition of physiological signals such as electrodes and movement restrictions have reduced the progress of such settings to laboratory environments. In such settings as described above, the effects of wiring harnesses and sensory components produced an additional psychological burden on the participants. Consequently, the need to approach the physiological data acquisition from a new angle with seamless and unnoticeable operation is apparent. The challenge to design, develop and validate a system that being minimally obstructive and literally unnoticed by the user would uncover combined subconscious expressions of a learner was the primary objective of this research. Physiological data of Heart Rate and Skin Trans-Conductance (Electro-dermal Response) elected as vitally important and highly appropriate to produce the input of data required to evaluate a behavioural concept model. The behavioural assessment model entailed vector classifiers producing directional interpretations of measurements. Directional information (Gradient response) has been derived by comparison of measurements to previously measured values in real time. Assessing the effectiveness and accuracy of the adopted model to deduce attention and engagement of a learner in real time formed the second major objective. For this purpose, a series of relevant experimental methodologies have been employed. Data produced using formal personality assessments have also been investigated in conjunction with those derived from physiological responses in order to identify personality related particularities. The final part of this work has been supplemented by propositions and suggestions with regards to various applications of the system in accomplishment of the initial aims

ICE-B 2010:proceedings of the International Conference on e-Business

The International Conference on e-Business, ICE-B 2010, aims at bringing together researchers and practitioners who are interested in e-Business technology and its current applications. The mentioned technology relates not only to more low-level technological issues, such as technology platforms and web services, but also to some higher-level issues, such as context awareness and enterprise models, and also the peculiarities of different possible applications of such technology. These are all areas of theoretical and practical importance within the broad scope of e-Business, whose growing importance can be seen from the increasing interest of the IT research community. The areas of the current conference are: (i) e-Business applications; (ii) Enterprise engineering; (iii) Mobility; (iv) Business collaboration and e-Services; (v) Technology platforms. Contributions vary from research-driven to being more practical oriented, reflecting innovative results in the mentioned areas. ICE-B 2010 received 66 submissions, of which 9% were accepted as full papers. Additionally, 27% were presented as short papers and 17% as posters. All papers presented at the conference venue were included in the SciTePress Digital Library. Revised best papers are published by Springer-Verlag in a CCIS Series book

Proceedings, MSVSCC 2011

Proceedings of the 5th Annual Modeling, Simulation & Visualization Student Capstone Conference held on April 14, 2011 at VMASC in Suffolk, Virginia. 186 pp

An investigation as to how a computerised multimedia intervention could be of use for practitioners supporting learners with Autism Spectrum Disorder (ASD)

This practice-based action research investigation seeks to make a valuable, original and academic contribution to knowledge in the computing, language, communication and educational fields. The aim was to establish the therapeutic (language and communication skills) and educational (literacy and numeracy skills) use of individual tailored computer games for practitioners supporting learners (end-users) with Autism Spectrum Disorder (ASD). This was achieved through a continuous collaboration of cohorts of computing undergraduate students and academics (the development team) carrying out an assignment for a module designed and successfully led by this PhD student (the researcher). The researcher continually collaborated with practitioners (users – teaching staff and speech and language therapists in schools) of learners with ASD over many years. The researcher developed a Computerised Multimedia Therapeutic/Educational Intervention (CMT/EI) process, which used an iterative holistic Design-For-One approach for developing individual computer games. An action research methodology was adopted using methodological triangulation ‘quantitative’ and ‘qualitative’ data collection methods. This was to ascertain as to how tailor-made computerised multimedia games developed, could be evaluated by the users as being of therapeutic/educational use for their learners (end-users) with ASD. The researcher originated profiles to establish the diversity of each learner’s spectrum of therapeutic/educational autistic needs, preferences, capabilities, likes, dislikes and interests. The researcher orchestrated, collaborated and supervised the whole process from individual profiles completed by the practitioners, through to the profiles used as a baseline, by the development team, and to the designing, developing and evaluating iterative customised personalised computer games. Four hundred and sixty-four learners with ASD (end-users) and forty-nine practitioners (users) from nine educational establishments across the UK participated in this investigation. Two stages were carried out in an initial application procedure (with one school) and prototype procedure (with a further six schools and 2 educational establishments). Stage I - Planning, collection, organisation, Design-For-One approach and development. Stage II - Testing, Evaluation, Monitoring, Reflection and Maintenance. Optimistic ‘quantitative’ and ‘qualitative’ evidence emerged (using content analysis) from the implementation of games in the classroom and the practitioner’s therapeutic and educational evaluation of storyboards and games. The documented positive findings led to a conclusion that personalised games which had been developed over a ten-year period, showed to be of therapeutic/educational use to practitioners and their learners with ASD