798 research outputs found
Intelligent pedagogical agents with multiparty interaction support
Master'sMASTER OF SCIENC
Intelligent Pedagogical Agents in Immersive Virtual Learning Environments: A Review
The concept of Intelligent Pedagogical Agents (IPA) has been an important research topic for a long time. IPA is supported by multi-agent systems research derived from AI. IPA provides personalized instruction, increase learner motivation, and act pedagogically on behalf or with the learner. On the other hand, virtual environments add value to the education process by giving new educational possibilities and computational-richness support. Combining both IPA and Virtual environments can make a promising approach for effective computer-aided learning. This paper provides a review on IPA and related topics focusing on a general overview of the topic, gives a detailed review in the application domain of virtual learning environments, and outlines a proposal for a flexible conceptual approach for the flexible application in different learning settings
Towards the Use of Dialog Systems to Facilitate Inclusive Education
Continuous advances in the development of information technologies have currently led to the possibility
of accessing learning contents from anywhere, at anytime, and almost instantaneously. However,
accessibility is not always the main objective in the design of educative applications, specifically to
facilitate their adoption by disabled people. Different technologies have recently emerged to foster the
accessibility of computers and new mobile devices, favoring a more natural communication between
the student and the developed educative systems. This chapter describes innovative uses of multimodal
dialog systems in education, with special emphasis in the advantages that they provide for creating
inclusive applications and learning activities
Advanced Content and Interface Personalization through Conversational Behavior and Affective Embodied Conversational Agents
Conversation is becoming one of the key interaction modes in HMI. As a result, the conversational agents (CAs) have become an important tool in various everyday scenarios. From Apple and Microsoft to Amazon, Google, and Facebook, all have adapted their own variations of CAs. The CAs range from chatbots and 2D, carton-like implementations of talking heads to fully articulated embodied conversational agents performing interaction in various concepts. Recent studies in the field of face-to-face conversation show that the most natural way to implement interaction is through synchronized verbal and co-verbal signals (gestures and expressions). Namely, co-verbal behavior represents a major source of discourse cohesion. It regulates communicative relationships and may support or even replace verbal counterparts. It effectively retains semantics of the information and gives a certain degree of clarity in the discourse. In this chapter, we will represent a model of generation and realization of more natural machine-generated output
Hacia una educación inclusiva y personalizada mediante el uso de los sistemas de diálogo multimodal
Los continuos avances en el desarrollo de tecnologías de la información han dado lugar actualmente a la posibilidad de acceder a los contenidos educativos desde cualquier lugar, en cualquier momento y de forma casi instantánea. Sin embargo, la accesibilidad no es siempre considerada como criterio principal en el diseño de aplicaciones educativas, especialmente para facilitar su utilización por parte de personas con discapacidad. Diferentes tecnologías han surgido recientemente para fomentar la accesibilidad a las nuevas tecnologías y dispositivos móviles, favoreciendo una comunicación más natural con los sistemas educativos. En este artículo se describe el uso innovador de los sistemas de diálogo multimodales en el campo de la educación, con un especial énfasis en la descripción de las ventajas que ofrecen para la creación de aplicaciones educativas inclusivas y adaptadas a la evolución de los estudiantes.Continuous advances in the development of information technologies have currently led to the possibility of accessing learning contents from anywhere, at anytime and almost instantaneously. However, accessibility is not always the main objective in the design of educative applications, specifically to facilitate their adoption by disabled people. Different technologies have recently emerged to foster the accessibility of computers and new mobile devices favouring a more natural communication between the student and the developed educative systems. This paper describes innovative uses of multimodal dialog systems in education, with special emphasis in the advantages that they provide for creating inclusive applications and adapted to the students specific evolution.Trabajo parcialmente financiado por los proyectos MINECO TEC2012-37832-C02-01, CICYT TEC2011-28626-C02-02, CAM CONTEXTS (S2009/TIC-1485) y TRA2010-20225-C03-01.Publicad
“I thought you were okay”: Participatory Design with Young Adults to Fight Multiparty Privacy Conflicts in Online Social Networks
International audienceWhile sharing multimedia content on Online Social Networks (OSNs) has many benefits, exposing other people without obtaining permission could cause Multiparty Privacy Conflicts (MPCs). Earlier studies developed technical solutions and dissuasive approaches to address MPCs. However, none of these studies involved OSN users who have experienced MPCs, in the design process, possibly overlooking the valuable experiences these individuals might have accrued. To fill this gap, we recruited participants specifically from this population of users, and involved them in participatory design sessions aiming at ideating solutions to reduce the incidence of MPCs. To frame the activities of our participants, we borrowed terminology and concepts from a well known framework used in the justice systems. Over the course of several design sessions, our participants designed 10 solutions to mitigate MPCs. The designed solutions leverage different mechanisms, including preventing MPCs from happening, dissuading users from sharing, mending the harm, and educating users about the community standards. We discuss the open design and research opportunities suggested by the designed solutions and we contribute an ideal workflow that synthesizes the best of each solution. This study contributes to the innovation of privacy-enhancing technologies to limit the incidences of MPCs in OSNs
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