About the nature of Kansei information, from abstract to concrete

Designer’s expertise refers to the scientific fields of emotional design and kansei information. This paper aims to answer to a scientific major issue which is, how to formalize designer’s knowledge, rules, skills into kansei information systems. Kansei can be considered as a psycho-physiologic, perceptive, cognitive and affective process through a particular experience. Kansei oriented methods include various approaches which deal with semantics and emotions, and show the correlation with some design properties. Kansei words may include semantic, sensory, emotional descriptors, and also objects names and product attributes. Kansei levels of information can be seen on an axis going from abstract to concrete dimensions. Sociological value is the most abstract information positioned on this axis. Previous studies demonstrate the values the people aspire to drive their emotional reactions in front of particular semantics. This means that the value dimension should be considered in kansei studies. Through a chain of value-function-product attributes it is possible to enrich design generation and design evaluation processes. This paper describes some knowledge structures and formalisms we established according to this chain, which can be further used for implementing computer aided design tools dedicated to early design. These structures open to new formalisms which enable to integrate design information in a non-hierarchical way. The foreseen algorithmic implementation may be based on the association of ontologies and bag-of-words.AN

Theories of practice and geography

Recent developments in theories of practice have seen place and space taken explicitly into account. In particular, THEODORE SCHATZKI’s ‘site ontology’ offers distinctive but as yet under-explored means of engaging with human geographies. By giving ontological priority to practices as constitutive of the social, this kind of practice theory provides an integrative conceptual framework that enables the analysis of diverse phenomena in relation to each other, over space and time, as they are constituted through practices. This article develops an outline agenda for bringing theories of practice, and particularly SCHATZKI’s ‘site ontology’, together with geographical inquiry. We elucidate this agenda through consideration of three contemporary preoccupations in human geography, comprising emotion, materiality and knowledge

The Case for Dynamic Models of Learners' Ontologies in Physics

In a series of well-known papers, Chi and Slotta (Chi, 1992; Chi & Slotta, 1993; Chi, Slotta & de Leeuw, 1994; Slotta, Chi & Joram, 1995; Chi, 2005; Slotta & Chi, 2006) have contended that a reason for students' difficulties in learning physics is that they think about concepts as things rather than as processes, and that there is a significant barrier between these two ontological categories. We contest this view, arguing that expert and novice reasoning often and productively traverses ontological categories. We cite examples from everyday, classroom, and professional contexts to illustrate this. We agree with Chi and Slotta that instruction should attend to learners' ontologies; but we find these ontologies are better understood as dynamic and context-dependent, rather than as static constraints. To promote one ontological description in physics instruction, as suggested by Slotta and Chi, could undermine novices' access to productive cognitive resources they bring to their studies and inhibit their transition to the dynamic ontological flexibility required of experts.Comment: The Journal of the Learning Sciences (In Press

A model for providing emotion awareness and feedback using fuzzy logic in online learning

Monitoring users’ emotive states and using that information for providing feedback and scaffolding is crucial. In the learning context, emotions can be used to increase students’ attention as well as to improve memory and reasoning. In this context, tutors should be prepared to create affective learning situations and encourage collaborative knowledge construction as well as identify those students’ feelings which hinder learning process. In this paper, we propose a novel approach to label affective behavior in educational discourse based on fuzzy logic, which enables a human or virtual tutor to capture students’ emotions, make students aware of their own emotions, assess these emotions and provide appropriate affective feedback. To that end, we propose a fuzzy classifier that provides a priori qualitative assessment and fuzzy qualifiers bound to the amounts such as few, regular and many assigned by an affective dictionary to every word. The advantage of the statistical approach is to reduce the classical pollution problem of training and analyzing the scenario using the same dataset. Our approach has been tested in a real online learning environment and proved to have a very positive influence on students’ learning performance.Peer ReviewedPostprint (author's final draft

ELICA: An Automated Tool for Dynamic Extraction of Requirements Relevant Information

Requirements elicitation requires extensive knowledge and deep understanding of the problem domain where the final system will be situated. However, in many software development projects, analysts are required to elicit the requirements from an unfamiliar domain, which often causes communication barriers between analysts and stakeholders. In this paper, we propose a requirements ELICitation Aid tool (ELICA) to help analysts better understand the target application domain by dynamic extraction and labeling of requirements-relevant knowledge. To extract the relevant terms, we leverage the flexibility and power of Weighted Finite State Transducers (WFSTs) in dynamic modeling of natural language processing tasks. In addition to the information conveyed through text, ELICA captures and processes non-linguistic information about the intention of speakers such as their confidence level, analytical tone, and emotions. The extracted information is made available to the analysts as a set of labeled snippets with highlighted relevant terms which can also be exported as an artifact of the Requirements Engineering (RE) process. The application and usefulness of ELICA are demonstrated through a case study. This study shows how pre-existing relevant information about the application domain and the information captured during an elicitation meeting, such as the conversation and stakeholders' intentions, can be captured and used to support analysts achieving their tasks.Comment: 2018 IEEE 26th International Requirements Engineering Conference Workshop

Agents for educational games and simulations

This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications