Modelling human teaching tactics and strategies for tutoring systems

One of the promises of ITSs and ILEs is that they will teach and assist learning in an intelligent manner. Historically this has tended to mean concentrating on the interface, on the representation of the domain and on the representation of the student’s knowledge. So systems have attempted to provide students with reifications both of what is to be learned and of the learning process, as well as optimally sequencing and adjusting activities, problems and feedback to best help them learn that domain. We now have embodied (and disembodied) teaching agents and computer-based peers, and the field demonstrates a much greater interest in metacognition and in collaborative activities and tools to support that collaboration. Nevertheless the issue of the teaching competence of ITSs and ILEs is still important, as well as the more specific question as to whether systems can and should mimic human teachers. Indeed increasing interest in embodied agents has thrown the spotlight back on how such agents should behave with respect to learners. In the mid 1980s Ohlsson and others offered critiques of ITSs and ILEs in terms of the limited range and adaptability of their teaching actions as compared to the wealth of tactics and strategies employed by human expert teachers. So are we in any better position in modelling teaching than we were in the 80s? Are these criticisms still as valid today as they were then? This paper reviews progress in understanding certain aspects of human expert teaching and in developing tutoring systems that implement those human teaching strategies and tactics. It concentrates particularly on how systems have dealt with student answers and how they have dealt with motivational issues, referring particularly to work carried out at Sussex: for example, on responding effectively to the student’s motivational state, on contingent and Vygotskian inspired teaching strategies and on the plausibility problem. This latter is concerned with whether tactics that are effectively applied by human teachers can be as effective when embodied in machine teachers

The role of learning theory in multimodal learning analytics

This study presents the outcomes of a semi-systematic literature review on the role of learning theory in multimodal learning analytics (MMLA) research. Based on previous systematic literature reviews in MMLA and an additional new search, 35MMLA works were identified that use theory. The results show that MMLA studies do not always discuss their findings within an established theoretical framework. Most of the theory-driven MMLA studies are positioned in the cognitive and affective domains, and the three most frequently used theories are embodied cognition, cognitive load theory and control–value theory of achievement emotions. Often, the theories are only used to inform the study design, but there is a relationship between the most frequently used theories and the data modalities used to operationalize those theories. Although studies such as these are rare, the findings indicate that MMLA affordances can, indeed, lead to theoretical contributions to learning sciences. In this work, we discuss methods of accelerating theory-driven MMLA research and how this acceleration can extend or even create new theoretical knowledge

Supporting community engagement through teaching, student projects and research

The Education Acts statutory obligations for ITPs are not supported by the Crown funding model. Part of the statutory role of an ITP is “... promotes community learning and by research, particularly applied and technological research ...” [The education act 1989]. In relation to this a 2017 TEC report highlighted impaired business models and an excessive administrative burden as restrictive and impeding success. Further restrictions are seen when considering ITPs attract < 3 % of the available TEC funding for research, and ~ 20 % available TEC funding for teaching, despite having overall student efts of ~ 26 % nationally. An attempt to improve performance and engage through collaboration (community, industry, tertiary) at our institution is proving successful. The cross-disciplinary approach provides students high level experience and the technical stretch needed to be successful engineers, technologists and technicians. This study presents one of the methods we use to collaborate externally through teaching, student projects and research

A reference model to analyse User eXperience in integrated product-process design

The analysis of human factors is assuming an increasing importance in product and process design and the lack of common references for their assessment in industrial practices had driven to define a reference model to analyse the so-called User eXperience (UX) to support human-centred product-process design. Indeed, the recent advances in ubiquitous computing, wearable technologies and low-cost connected devices offer a huge amount of new tools for UX monitoring, but the main open issue is selecting the most proper devices for the specific application area and properly interpreting the collected information content in respect with the industrial design goals. The research investigates how to analyse the human behaviours of \u201cusers\u201d (i.e., workers) by a reference model to assess the perceived experience and a set of proper technologies for UX investigation for industrial scopes. In particular, the model has been defined for the automotive sector. The paper defines a set of evaluation metrics and a structured protocol analysis to objectify and measure the UX with the final aim to support the requirements definition in product-process design. The model has been defined to fit different cases: vehicle drivers at work, workers in the manufacturing line, and service operator

Applications of Affective Computing in Human-Robot Interaction: state-of-art and challenges for manufacturing

The introduction of collaborative robots aims to make production more flexible, promoting a greater interaction between humans and robots also from physical point of view. However, working closely with a robot may lead to the creation of stressful situations for the operator, which can negatively affect task performance. In Human-Robot Interaction (HRI), robots are expected to be socially intelligent, i.e., capable of understanding and reacting accordingly to human social and affective clues. This ability can be exploited implementing affective computing, which concerns the development of systems able to recognize, interpret, process, and simulate human affects. Social intelligence is essential for robots to establish a natural interaction with people in several contexts, including the manufacturing sector with the emergence of Industry 5.0. In order to take full advantage of the human-robot collaboration, the robotic system should be able to perceive the psycho-emotional and mental state of the operator through different sensing modalities (e.g., facial expressions, body language, voice, or physiological signals) and to adapt its behaviour accordingly. The development of socially intelligent collaborative robots in the manufacturing sector can lead to a symbiotic human-robot collaboration, arising several research challenges that still need to be addressed. The goals of this paper are the following: (i) providing an overview of affective computing implementation in HRI; (ii) analyzing the state-of-art on this topic in different application contexts (e.g., healthcare, service applications, and manufacturing); (iii) highlighting research challenges for the manufacturing sector

Going one step further: towards cognitively enhanced problem-solving teaming agents

Operating current advanced production systems, including Cyber-Physical Systems, often requires profound programming skills and configuration knowledge, creating a disconnect between human cognition and system operations. To address this, we suggest developing cognitive algorithms that can simulate and anticipate teaming partners' cognitive processes, enhancing and smoothing collaboration in problem-solving processes. Our proposed solution entails creating a cognitive system that minimizes human cognitive load and stress by developing models reflecting humans individual problem-solving capabilities and potential cognitive states. Further, we aim to devise algorithms that simulate individual decision processes and virtual bargaining procedures that anticipate actions, adjusting the system’s behavior towards efficient goal-oriented outcomes. Future steps include the development of benchmark sets tailored for specific use cases and human-system interactions. We plan to refine and test algorithms for detecting and inferring cognitive states of human partners. This process requires incorporating theoretical approaches and adapting existing algorithms to simulate and predict human cognitive processes of problem-solving with regards to cognitive states. The objective is to develop cognitive and computational models that enable production systems to become equal team members alongside humans in diverse scenarios, paving the way for more efficient, effective goal-oriented solutions