Alle Publikationen
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2018
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(2018): Ms An (meeting students’ academic needs): A socially adaptive robot tutor for student engagement in math education. ProQuest Information & Learning.
Abstract: This research presents a new, socially adaptive robot tutor, Ms. An ( Meeting Students’ Academic N eeds). The goal of this research was to use a decision tree model to develop a socially adaptive robot tutor that predicted and responded to student emotion and performance to actively engage students in mathematics education. The novelty of this multi-disciplinary project is the combination of the fields of HRI, AI, and education. In this study we 1) implemented a decision tree model to classify student emotion and performance for use in adaptive robot tutoring-an approach not applied to educational robotics; 2) presented an intuitive interface for seamless robot operation by novice users; and 3) applied direct human teaching methods (guided practice and progress monitoring) for a robot tutor to engage students in mathematics education. Twenty 4th and 5th grade students in rural South Carolina participated in a between subjects study with two conditions: A) with a non-adaptive robot (control group); and B) with a socially adaptive robot (adaptive group). Students engaged in two one-on-one tutoring sessions to practice multiplication per the South Carolina 4th and 5 th grade mathematics state standards. Although our decision tree models were not very predictive, the results gave answers to our current questions and clarity for future directions. Our adaptive strategies to engage students academically were effective. Further, all students enjoyed working with the robot and we did not see a difference in emotional engagement across the two groups. This study offered insight for developing a socially adaptive robot tutor to engage students academically and emotionally while practicing multiplication. Results from this study will inform the human-robot interaction (HRI) and artificial intelligence (AI) communities on best practices and techniques within the scope of this work. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
2014
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(2014): Personal remote assistance in Ambient Assisted Living - Experimental research of elderly people's trust and their intention to use. In: International Journal of Human-Computer Interaction 30 (7). Online verfügbar unter URL: http://www.hcirn.com/res/period/ijhci.php
Abstract: Analyzed the meaning of two different support functions regarding the use of Ambient Assisted Living (AAL). 32 older persons (mean age 69 years) and a younger control group (n = 21; mean age 24 years) were examined in an experiment with three different tasks using a tablet computer. The first group operated with a mock-up that provided personal remote assistance (PRA) and the second group with one that provided embedded technical assistance (ETA). The main results show that older participants with PRA solve significantly more tasks than people with ETA. Moreover, a significant influence of perceived ease of use with PRA is revealed. Multiple regressions in the senior sample highlight a significant connection between trust in AAL technology and perceived reliability as well as perceived ease of use. No significant correlation between the type of assistance and older persons' trust, as well as an intention to use AAL, was found.
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(2014): Personal remote assistance in Ambient Assisted Living - Experimental research of elderly people's trust and their intention to use. In: International Journal of Human-Computer Interaction 30 (7). Online verfügbar unter URL: http://www.hcirn.com/res/period/ijhci.php
Abstract: Analyzed the meaning of two different support functions regarding the use of Ambient Assisted Living (AAL). 32 older persons (mean age 69 years) and a younger control group (n = 21; mean age 24 years) were examined in an experiment with three different tasks using a tablet computer. The first group operated with a mock-up that provided personal remote assistance (PRA) and the second group with one that provided embedded technical assistance (ETA). The main results show that older participants with PRA solve significantly more tasks than people with ETA. Moreover, a significant influence of perceived ease of use with PRA is revealed. Multiple regressions in the senior sample highlight a significant connection between trust in AAL technology and perceived reliability as well as perceived ease of use. No significant correlation between the type of assistance and older persons' trust, as well as an intention to use AAL, was found.
2012
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(2012): Employing Textual and Facial Emotion Recognition to Design an Affective Tutoring System. In: Turkish Online Journal of Educational Technology - TOJET 11 (4), S. 418-426. Online verfügbar unter https://eric.ed.gov/?id=EJ989317, zuletzt geprüft am 22.11.2019
Abstract: Emotional expression in Artificial Intelligence has gained lots of attention in recent years, people applied its affective computing not only in enhancing and realizing the interaction between computers and human, it also makes computer more humane. In this study, emotional expressions were applied into intelligent tutoring system, where learners’ emotional expression in learning process was observed in order to give an appropriate feedback. Emotional intelligent not only gives high flexibility to the interaction of tutoring system, it also to deepen its level of human interaction. This study uses dual-mode operation: facial expression recognition, and text semantics as the main elements in affective computing to understand users’ emotions. Text semantics are used to understand learners’ learning status, and the results would contribute to course management agents in order to choose the most appropriate teaching strategies and feedback to the users. Facial expression recognition allows interactive agents to provide users a complete sound and animation feedback. (Contains 5 tables and 3 figures.)
Keywords: Affective Behavior, Animation, Artificial intelligence, Bedienung & Handhabung, Computer Assisted Instruction, Computer Software Evaluation, Computer System Design, Educational Technology, Feedback (Response), Focus Groups, Foreign Countries, Grounded Theory, Intelligent tutoring systems, Man machine systems, Mixed Methods Research, Multimedia Instruction, Natural Language Processing, Nonverbal communication, Programming, Psychological Patterns, Rating Scales, Teaching Methods, usability, Use Studies 2008
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(2008): Evaluating computer-supported social learning. An integrative study of the development of soft skills in a university-based mediation training programme.
Abstract: Evaluated the effect of computer-supported social learning (CSSL) on sociocommunicative competence. Computer technology provides learners with video-based scenes and interactive tasks designed to provide additional exposure to complex and critical interpersonal situations. This study focused on the impact of the introduction and use of CSSL on a training program known as PROCON, which is offered to graduate psychology students with basic knowledge and experience in group facilitation techniques, basic 1-to-1 counseling, and communication skills. 272 students participated in 1 or more PROCON modules between 2002 and 2006. The analysis focused on 195 participants who completed the curriculum within one year and cohort. While computer software cannot replace the direct, situated interaction offered in the classroom setting, it was hypothesized that a blend of traditional teaching methods and CSSL has a positive effect on a learner's sociocommunicative competence in addition to increasing situational judgment skills, increasing conceptual and taxonomic knowledge levels, increasing interest in mediation and conflict resolution, and increasing self-rated confidence levels. Participants were subjected to a pretest prior to being accepted into the PROCON program. Once accepted into the program, standard classroom presentation was supplemented by CSSL and assessed by online surveys, posttests, and log files. Sociocommunicative competence was assessed using situational judgment tests (SJT). Findings indicated positive results on SJT when CSSL was used in conjunction with traditional teaching methods rather than as a substitution for them. No consistent association was found between computer-facilitated learning and posttest levels of conceptual knowledge or an increase in interest in mediation or conflict resolution. Self-efficacy levels were found to be either equal to or greater than outcome results without the addition of CSSL. Overall, positive results were found to exist with the complementary use of computer technology in the development of sociocommunicative skills.
Keywords: Bildungsprogramme und Lehrmethoden, Computer Assisted Instruction, Computerunterstützte Unterweisung, Conflict Resolution, Curricula, Curriculum & Programs & Teaching Methods, effect of computer-supported social learning (CSSL) on sociocommunicative competence, Konfliktlösung, Lehrmethoden, Lerntheorien, Mediation, Mensch-Technik-Relation, social learning, Social Skills Training, Soziales Kompetenztraining, Soziales Lernen, Teaching Methods, traditional group-facilitation training vs training with added CSSL elements, training in social competences, Training sozialer Fertigkeiten
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