The effect of multiple knowledge sources on learning and teaching

Current paradigms for machine-based learning and teaching tend to perform their task in isolation from a rich context of existing knowledge. In contrast, the research project presented here takes the view that bringing multiple sources of knowledge to bear is of central importance to learning in complex domains. As a consequence teaching must both take advantage of and beware of interactions between new and existing knowledge. The central process which connects learning to its context is reasoning by analogy, a primary concern of this research. In teaching, the connection is provided by the explicit use of a learning model to reason about the choice of teaching actions. In this learning paradigm, new concepts are incrementally refined and integrated into a body of expertise, rather than being evaluated against a static notion of correctness. The domain chosen for this experimentation is that of learning to solve "algebra story problems." A model of acquiring problem solving skills in this domain is described, including: representational structures for background knowledge, a problem solving architecture, learning mechanisms, and the role of analogies in applying existing problem solving abilities to novel problems. Examples of learning are given for representative instances of algebra story problems. After relating our views to the psychological literature, we outline the design of a teaching system. Finally, we insist on the interdependence of learning and teaching and on the synergistic effects of conducting both research efforts in parallel

AI in Student as Manager Model Future Directions of Business Studies

In the business programs of Universiti Pendidikan Sultan Idris (UPSI), the Three-Pronged teaching technique is implemented as a student-centered learning process. This approach combines elements of the game, problem, and challenge-based learning with the larger goal of preparing business students to handle complicated, unanticipated global or industrial problems. It promotes an interactive and dependable classroom that calls for students' innovative contributions, teamwork, and participation in the professional world. Micro credential platforms, artificial intelligence, and a new pedagogical strategy: that's the idea for UPSI's undergraduate business. Therefore, this kind of instruction is increasingly being used in business courses like Strategic Management. Undergraduate students benefit from this teaching method since they are exposed to industrial phenomena while developing 21st- century abilities (collaborative, creative, critical thinking, and communication)

How a Diverse Research Ecosystem Has Generated New Rehabilitation Technologies: Review of NIDILRR’s Rehabilitation Engineering Research Centers

Over 50 million United States citizens (1 in 6 people in the US) have a developmental, acquired, or degenerative disability. The average US citizen can expect to live 20% of his or her life with a disability. Rehabilitation technologies play a major role in improving the quality of life for people with a disability, yet widespread and highly challenging needs remain. Within the US, a major effort aimed at the creation and evaluation of rehabilitation technology has been the Rehabilitation Engineering Research Centers (RERCs) sponsored by the National Institute on Disability, Independent Living, and Rehabilitation Research. As envisioned at their conception by a panel of the National Academy of Science in 1970, these centers were intended to take a “total approach to rehabilitation”, combining medicine, engineering, and related science, to improve the quality of life of individuals with a disability. Here, we review the scope, achievements, and ongoing projects of an unbiased sample of 19 currently active or recently terminated RERCs. Specifically, for each center, we briefly explain the needs it targets, summarize key historical advances, identify emerging innovations, and consider future directions. Our assessment from this review is that the RERC program indeed involves a multidisciplinary approach, with 36 professional fields involved, although 70% of research and development staff are in engineering fields, 23% in clinical fields, and only 7% in basic science fields; significantly, 11% of the professional staff have a disability related to their research. We observe that the RERC program has substantially diversified the scope of its work since the 1970’s, addressing more types of disabilities using more technologies, and, in particular, often now focusing on information technologies. RERC work also now often views users as integrated into an interdependent society through technologies that both people with and without disabilities co-use (such as the internet, wireless communication, and architecture). In addition, RERC research has evolved to view users as able at improving outcomes through learning, exercise, and plasticity (rather than being static), which can be optimally timed. We provide examples of rehabilitation technology innovation produced by the RERCs that illustrate this increasingly diversifying scope and evolving perspective. We conclude by discussing growth opportunities and possible future directions of the RERC program

Unpacking capabilities underlying design (thinking) process

Engineering graduates must know how to frame and solve non-routine problems. While design classes explicitly teach problem framing and solving, it is lacking throughout much of the rest of the engineering curriculum and is often relegated to capstone classes at the end of the students’ educational experience. This paper explores problem framing and solving through the lens of experiential learning theory. It captures core problem framing and solving approaches from critical, design and systems thinking and concludes with a table of learning outcomes that might be drawn upon in designing an engineering curriculum that more fully develops the problem framing and solving capabilities of its students

SALSA: A Novel Dataset for Multimodal Group Behavior Analysis

Studying free-standing conversational groups (FCGs) in unstructured social settings (e.g., cocktail party ) is gratifying due to the wealth of information available at the group (mining social networks) and individual (recognizing native behavioral and personality traits) levels. However, analyzing social scenes involving FCGs is also highly challenging due to the difficulty in extracting behavioral cues such as target locations, their speaking activity and head/body pose due to crowdedness and presence of extreme occlusions. To this end, we propose SALSA, a novel dataset facilitating multimodal and Synergetic sociAL Scene Analysis, and make two main contributions to research on automated social interaction analysis: (1) SALSA records social interactions among 18 participants in a natural, indoor environment for over 60 minutes, under the poster presentation and cocktail party contexts presenting difficulties in the form of low-resolution images, lighting variations, numerous occlusions, reverberations and interfering sound sources; (2) To alleviate these problems we facilitate multimodal analysis by recording the social interplay using four static surveillance cameras and sociometric badges worn by each participant, comprising the microphone, accelerometer, bluetooth and infrared sensors. In addition to raw data, we also provide annotations concerning individuals' personality as well as their position, head, body orientation and F-formation information over the entire event duration. Through extensive experiments with state-of-the-art approaches, we show (a) the limitations of current methods and (b) how the recorded multiple cues synergetically aid automatic analysis of social interactions. SALSA is available at http://tev.fbk.eu/salsa.Comment: 14 pages, 11 figure

Cognitive Decay And Memory Recall During Long Duration Spaceflight

This dissertation aims to advance the efficacy of Long-Duration Space Flight (LDSF) pre-flight and in-flight training programs, acknowledging existing knowledge gaps in NASA\u27s methodologies. The research\u27s objective is to optimize the cognitive workload of LDSF crew members, enhance their neurocognitive functionality, and provide more meaningful work experiences, particularly for Mars missions.The study addresses identified shortcomings in current training and learning strategies and simulation-based training systems, focusing on areas requiring quantitative measures for astronaut proficiency and training effectiveness assessment. The project centers on understanding cognitive decay and memory loss under LDSF-related stressors, seeking to establish when such cognitive decline exceeds acceptable performance levels throughout mission phases. The research acknowledges the limitations of creating a near-orbit environment due to resource constraints and the need to develop engaging tasks for test subjects. Nevertheless, it underscores the potential impact on future space mission training and other high-risk professions. The study further explores astronaut training complexities, the challenges encountered in LDSF missions, and the cognitive processes involved in such demanding environments. The research employs various cognitive and memory testing events, integrating neuroimaging techniques to understand cognition\u27s neural mechanisms and memory. It also explores Rasmussen\u27s S-R-K behaviors and Brain Network Theory’s (BNT) potential for measuring forgetting, cognition, and predicting training needs. The multidisciplinary approach of the study reinforces the importance of integrating insights from cognitive psychology, behavior analysis, and brain connectivity research. Research experiments were conducted at the University of North Dakota\u27s Integrated Lunar Mars Analog Habitat (ILMAH), gathering data from selected subjects via cognitive neuroscience tools and Electroencephalography (EEG) recordings to evaluate neurocognitive performance. The data analysis aimed to assess brain network activations during mentally demanding activities and compare EEG power spectra across various frequencies, latencies, and scalp locations. Despite facing certain challenges, including inadequacies of the current adapter boards leading to analysis failure, the study provides crucial lessons for future research endeavors. It highlights the need for swift adaptation, continual process refinement, and innovative solutions, like the redesign of adapter boards for high radio frequency noise environments, for the collection of high-quality EEG data. In conclusion, while the research did not reveal statistically significant differences between the experimental and control groups, it furnished valuable insights and underscored the need to optimize astronaut performance, well-being, and mission success. The study contributes to the ongoing evolution of training methodologies, with implications for future space exploration endeavors

Mind over machine? The clash of agency in social media environments

Includes bibliographical references.2022 Fall.Underlying many social media platforms are choice recommendation "nudging" architectures designed to give users instant content and social recommendations to keep them engaged. Powered by complex algorithms, these architectures flush people's feeds and an array of other features with fresh content and create a highly individualized experience tailored to their interests. In a critical realist qualitative study, this research examines how individual agency manifests when users encounter these tools and the suggestions they provide. In interviews and focus groups, 45 participants offered their experiences where they reflected on how they perceived the engines, e.g., their Facebook feed, influenced their actions and behaviors, as well as how the participants felt they controlled it to achieve personal aims. Based on these and other experiences, this study posits the Social Cognitive Machine Agency Dynamic (SCMAD) model, which provides an empirically supported explanatory framework to explain how individual agency can manifest and progress in response to these tools. The model integrates Albert Bandura's social cognitive theory concepts and emergent findings. It demonstrates how users react to the engines through agentic expressions not dissimilar to the real-world, including enacting self-regulatory, self-reflective and intentionality processes, as well as other acts not captured by Bandura's theory. Ultimately, the research and model propose a psycho-environmental explanation of the swerves of agency experienced by users in reaction to the unique conditions and affordances of these algorithmically driven environments. The study is the first known extension of social cognitive theory to this technology context. Implications of the findings are discussed and recommendations for future research provided. The study recommends that future research and media discourse aim for an individual-level psychological evaluation of these powerful technologies. This stance will afford a greater understanding of the technology's impacts and implications on individuals, particularly as it is anticipated to significantly evolve in the coming years

Artificial Empathy in Marketing Interactions: Bridging the Human-AI Gap in Affective and Social Customer Experience

Artificial intelligence (AI) continues to transform firm-customer interactions. However, current AI marketing agents are often perceived as cold and uncaring and can be poor substitutes for human-based interactions. Addressing this issue, this article argues that artificial empathy needs to become an important design consideration in the next generation of AI marketing applications. Drawing from research in diverse disciplines, we develop a systematic framework for integrating artificial empathy into AI-enabled marketing interactions. We elaborate on the key components of artificial empathy and how each component can be implemented in AI marketing agents. We further explicate and test how artificial empathy generates value for both customers and firms by bridging the AI-human gap in affective and social customer experience. Recognizing that artificial empathy may not always be desirable or relevant, we identify the requirements for artificial empathy to create value and deduce situations where it is unnecessary and, in some cases, harmful