The technological mediation of mathematics and its learning

This paper examines the extent to which mathematical knowledge, and its related pedagogy, is inextricably linked to the tools – physical, virtual, cultural – in which it is expressed. Our goal is to focus on a few exemplars of computational tools, and to describe with some illustrative examples, how mathematical meanings are shaped by their use. We begin with an appraisal of the role of digital technologies, and our rationale for focusing on them. We present four categories of digital tool-use that distinguish their differing potential to shape mathematical cognition. The four categories are: i. dynamic and graphical tools, ii. tools that outsource processing power, iii. new representational infrastructures, and iv. the implications of highbandwidth connectivity on the nature of mathematics activity. In conclusion, we draw out the implications of this analysis for mathematical epistemology and the mathematical meanings students develop. We also underline the central importance of design, both of the tools themselves and the activities in which they are embedded

Artificial Companions with Personality and Social Role

Subtitle: "Expectations from Users on the Design of Groups of Companions"International audienceRobots and virtual characters are becoming increasingly used in our everyday life. Yet, they are still far from being able to maintain long-term social relationships with users. It also remains unclear what future users will expect from these so-called "artificial companions" in terms of social roles and personality. These questions are of importance because users will be surrounded with multiple artificial companions. These issues of social roles and personality among a group of companions are sledom tackled in user studies. In this paper, we describe a study in which 94 participants reported that social roles and personalities they would expect from groups of companions. We explain how the resulsts give insights for the design of future groups of companions endowed with social intelligence

Psychological Aspects in lifelike synthetic agents: Towards to the Personality Markup Language (A Brief Survey)

This paper describes how human psychological aspects have been used in lifelike synthetic agents in order to provide believability during the human-computer interaction. We describe a brief survey of applications where Affective Computing Scientists have applied psychological aspects, like Emotion and Personality. Based on those aspects we describe the effort done by Affective Computing scientists in order to create a Markup Language to express and standardize Emotions. Because they have not yet concentrated their effort on Personality, here, we propose a starting point to create a Markup Language to express Personality

Mascaret: Pedagogical multi-agents system for virtual environment for training.

International audienceThis study concerns virtual environments for training in operational conditions. The principal developed idea is that these environments are heterogeneous and open multi-agent systems. The MASCARET model is proposed to organize the interactions between agents and to provide them reactive, cognitive and social abilities to simulate the physical and social environment. The physical environment represents, in a realistic way, the phenomena that learners and teachers have to take into account. The social environment is simulated by agents executing collaborative and adaptive tasks. These agents realize, in team, procedures that they have to adapt to the environment. The users participate to the training environment through their avatar. In this article, we explain how we integrated, in MASCARET, models necessary to the creation of Intelligent Tutoring System. We notably incorporate pedagogical strategies and pedagogical actions. We present pedagogical agents. To validate our model, the SÉCURÉVI application for fire-fighters training is developed

The role of social networks in students’ learning experiences

The aim of this research is to investigate the role of social networks in computer science education. The Internet shows great potential for enhancing collaboration between people and the role of social software has become increasingly relevant in recent years. This research focuses on analyzing the role that social networks play in students’ learning experiences. The construction of students’ social networks, the evolution of these networks, and their effects on the students’ learning experience in a university environment are examined

Virtual pedagogical model: development scenarios

info:eu-repo/semantics/publishedVersio

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

Perceptions of Collaboration between Virtual and Human Teachers in Online Education

This study delves into the perceptions of teachers regarding the collaboration between virtual and human teachers in online education. It is situated within the broader context of artificial intelligence (AI) in education, with a particular focus on Generative Artificial Intelligence (Gen AI) and its potential to transform online learning. This study aims to explore the possibilities of Virtual Humans (VH) as humanized Gen AI entities. More specifically, in this presentation, we study the perceptions of online teachers of d-teach online school regarding VH. This study employs a survey that combines the Agent Persona Instrument (API-R) and the Technology Acceptance Model (TAM) to measure the participants' perceptions with respect to using a VH as a digital co-teacher. The primary research objective is thus to understand how these stakeholders perceive VH roles and effectiveness in supporting the learning process. Follow up interviews are planned to deepen our insights on how real teachers think about virtual humans as a teacher. Although specific results are pending at this stage, the study promises to provide valuable insights into teachers' perspectives. Beyond the confines of the school, this research has the potential to benefit global education and training by enhancing the quality, efficiency, accessibility, and inclusivity of online education

Inferring Peer-Related Emotions in a Collaborative Learning Game

Este artigo apresenta um modelo afetivo para inferir emoções do aluno em um jogo de aprendizagem colaborativa. O modelo é focado na representação e reconhecimento de emoções vinculadas a uma dinâmica de colaboração (tais como orgulho, vergonha, admiração e reprovação). O modelo emprega uma abordagem cognitiva em que as emoções do aluno são representadas e inferidas pela representação da avaliação cognitiva que o aluno faz sobre a “louvabilidade” das interações colaborativas durante o jogo, de acordo com suas expectativas de padrões comportamentais. O modelo afetivo do aluno se apóia em Redes Bayesianas, através das quais são mapeadas dependências causais entre traços da personalidade, objetivos, padrões comportamentais, interações e emoções do aluno. Um jogo colaborativo que suporta mecanismos simples de interação foi implementado como protótipo de teste. Ao fazer uso deste jogo, alunos podem construir soluções compartilhadas de uma classe de problemas lógicos. As variáveis afetivas e cognitivas do modelo e suas relações probabilísticas são detalhadas e a captura de evidências da interação a partir do jogo protótipo é discutida

AUTONOMOUS LEARNING IN ELLE: CYBERNAUTICAL APPROACH AS THE VIADUCT TO L2 ACQUISITION

Recent researches on cognitive methods show that institutionalized language learning is a constant source of stress, and a psychological obstacle leading to discomfort and insecurity. In the ELLE (Electronic Language Learning Environment) of the current times cybernautical approach opens attractive horizons by relaxing and empowering the learner, through its emphasis on communication, and by increasing interaction between the learner and the 'teacherfacilitator. This paper shows how the cybernautical approachfosters L2 acquisition by valorizing 'meaning' and 'content' over 'form' and 'competence in grammatical structures.' The attempt in the paper is to analyze the essential ingredients of the cybernautical approach and explore the practical content of the method in the context of the Sultanate of Oman. The focus of the presentation is on the (re)defining of the learning space-the classroomwhich has today become a major constraint owing to its spatial (fixed location) and temporal (fIXed class timetable) inflexibility