Système intelligent pour le suivi et l’optimisation de l’état cognitif

Les émotions des êtres humains changent régulièrement et parfois de manière brusque entrainant un changement de l’état mental c’est-à-dire de l’aptitude cérébrale à fonctionner normalement. Il en résulte une capacité cognitive (ou état cognitif) de l’individu à pouvoir raisonner, accéder à la mémoire, ou effectuer des déductions, variable selon l’état mental. Ceci affecte, en conséquence, les performances des utilisateurs qui varient en fonction de leurs état cognitifs. Cette thèse vise à optimiser l’état cognitif d’un utilisateur lors de ses interactions avec un environnement virtuel. Comme cet état dépend des émotions, l’optimisation de l’état cognitif peut être réalisée à travers l’optimisation des émotions et en particulier la réduction des émotions négatives. Une première partie concerne les moyens de mesurer en temps réel (par un Module de mesures) l’état émotionnel et mental d’un utilisateur lors de ses interactions avec un environnement virtuel. Nous avons réalisé pour cela quatre études expérimentales avec quatre environnements différents. Nous avons montré que ces mesures peuvent être réalisées en utilisant différents capteurs physiologiques. Nous avons aussi montré qu’il est possible de prédire la tendance de l’excitation (un état mental) à partir d’un traceur de regard. Dans une deuxième partie, nous présentons l’Agent Neural qui modifie les environnements virtuels afin de provoquer une modification de l’état émotionnel d’un utilisateur pour améliorer son état cognitif. Nous avons réalisé quatre études expérimentales avec quatre environnements virtuels, où l’Agent Neural intervient dans ces environnements afin de changer l’état émotionnel de l’utilisateur. Nous avons montré que l’agent est capable d’intervenir dans plusieurs types d’environnements et de modifier les émotions de l’utilisateur. Dans une troisième partie, présentons l’Agent Limbique, qui personnalise et améliore les adaptations faites par l’Agent Neural à travers l’observation et l’apprentissage des impacts des changements des environnements virtuels et des réactions émotionnelles des utilisateurs. Nous avons montré que cet agent est capable d’analyser les interventions de l’Agent Neural et de les modifier. Nous avons montré aussi que l’Agent Limbique est capable de générer une nouvelle règle d’intervention et de prédire son impact sur l’utilisateur. La combinaison du Module de mesures, de l’Agent Neural, et de l’Agent Limbique, nous a permis de créer un système de contrôle cognitif intelligent que nous avons appelé Système Limbique Digital.The human’s emotions change regularly and sometimes suddenly leading to changes in their mental state which is the brain’s ability to function normally. This mental state’s changes affect the users’ cognitive ability (or cognitive state) to reason, access memory, or make inferences, which varies depending on the mental state. Consequently, this affects the users’ performances which varies according to their cognitive states. This thesis aims to optimize the users’ cognitive state during their interactions with a virtual environment. Since this state depends on emotions, optimization of cognitive state can be achieved through the optimization of emotions and in particular the reduction of negative emotions. In a first part, we present the means of measuring in real time (using a Measuring module) the users’ emotional and mental state during their interactions with a virtual environment. We performed four experimental studies with four different environments. We have shown that these measurements can be performed using different physiological sensors. We have also shown that it is possible to predict the tendency of excitement (a mental state) using an eye tracker. In a second part, we present the Neural Agent which modifies virtual environments to provoke a modification on the users’ emotional state in order to improve their cognitive state. We performed four experimental studies with four virtual environments, in which the Neural Agent intervenes in these environments to change the users’ emotional state. We have shown that the agent is able to intervene in several types of environments and able to modify the users’ emotions. In a third part, we present the Limbic Agent, which personalizes and improves the adaptations performed by the Neural Agent through the observation and the learning from the virtual environments changes’ impacts and the users’ emotional reactions. We have shown that this agent is able to analyze the Neural Agent’s interventions and able to modify them. We have also shown that the Limbic Agent is able to generate a new intervention rule and predict its impact on the user. The combination of the Measuring Module, the Neural Agent, and the Limbic Agent, allowed us to create an intelligent cognitive control system that we called the Digital Limbic System

Inverse Dynamics Problems

The inverse dynamics problem was developed in order to provide researchers with the state of the art in inverse problems for dynamic and vibrational systems. Contrasted with a forward problem, which solves for the system output in a straightforward manner, an inverse problem searches for the system input through a procedure contaminated with errors and uncertainties. An inverse problem, with a focus on structural dynamics, determines the changes made to the system and estimates the inputs, including forces and moments, to the system, utilizing measurements of structural vibration responses only. With its complex mathematical structure and need for more reliable input estimations, the inverse problem is still a fundamental subject of research among mathematicians and engineering scientists. This book contains 11 articles that touch upon various aspects of inverse dynamic problems

Parent and Teacher Perceptions of Intermediate Students\u27 Experiences in Virtual Intensive Reading Classes

The learning gap between intermediate students on grade level and those below grade level continues to grow. Intermediate students with below-grade-level reading comprehension skills struggle with informational texts and across-content material. The purpose of this basic qualitative study was to explore parent and teacher perceptions of intermediate students’ experiences in virtual intensive reading classes. The conceptual frameworks were Vygotsky’s zone of proximal development and social learning and Epstein’s model of parental involvement, which supports learning through interaction and support. The research questions included changes teachers observed in the reading patterns of their intermediate students enrolled in virtual intensive reading classes, changes parents observed in reading patterns, and suggestions teachers and parents could offer to improve virtual intensive reading classes. Data collection for this basic qualitative study utilized Zoom audio-recorded interviews and transcription software tools, and analysis will identify significant patterns. The results indicated that parents and teachers had different priorities. Parents focused on teacher response and communication, whereas teachers worked to solve dilemmas faced in virtual learning environments, such as attendance and some aspects of materials. Both groups should become receptive to each other’s perceptions and work together to improve the conditions and experiences of their students. The potential social change lies in improving the learning experience and efficacy of virtual intensive reading classes for intermediate students by lessening the gap between students with and without reading difficulties, eliminating hurdles in other classes and high school, and having a higher graduation rate at high school