Large-scale experiments are often expensive and time consuming. Although Massive Online Open Courses (MOOCs) provide a solid and consistent framework for learning analytics, MOOC practitioners are still reluctant to r...
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The big data imposes the key problem of generalizability of the results. In the present contribution, we discuss statistical tools which can help to select variables adequate for target level of abstraction. We show t...
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Interactive displays are increasingly employed in informal learning environments as a technology for enhancing students’ learning and engagement. Interactive displays allow students to collaborate and interact with t...
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To provide beneficial feedback to students during their collaboration, it is important to identify behaviors that are indicative of good collaboration. However, in a collaborative learning session, students engage in ...
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Social robots are widely used for educational activities, especially to attract children’s attention. As a side effect, pupils’ excitement can suppress their focus on the tutors and the content being approached. A p...
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ISBN:
(数字)9798350375022
ISBN:
(纸本)9798350375039
Social robots are widely used for educational activities, especially to attract children’s attention. As a side effect, pupils’ excitement can suppress their focus on the tutors and the content being approached. A potential solution to tackle this issue is to equip the robot with storytelling strategies, which have been growing remarkably in recent years thanks to advances in Large Language Models. However, few studies are still addressing the resulting application in real-world conditions. In this work, we are exploring the GPT-3.5 model for story generation based on content to be approached in maker-space classes. To achieve our goals, we implemented a web application for content insertion that connects to the robot through ROS. The proposal was validated in two phases: a first phase of interviews with 5 tutors of maker-space to present our solution and get their feedback, and two 90-minute sessions with pupils for real-world validation. Results suggested the proposal has high potential for supporting multiple languages and generating suitable stories for diverse contexts. Furthermore, adding social behaviors, as encouragement and sentiment analysis, can help in the students’ expectation handling.
Handwriting practising, as any other repetitive task, often leads the practiser to an overconcentration state where their performance might be affected by postural and mental fatigue. Short breaks to perform unrelated...
Handwriting practising, as any other repetitive task, often leads the practiser to an overconcentration state where their performance might be affected by postural and mental fatigue. Short breaks to perform unrelated activities, especially relaxation exercises, have shown to be a simple alternative to soften or postpone this phenomenon. Therefore, in this paper we are investigating the immediate effects of different types of short-duration relaxation exercises in the handwriting and posture of children aged from 8 to 10 in handwriting training. We divided 40 children in two groups performing the sessions, guided by a social robot, with small exercises of mindfulness or stretching in the middle of their training. Additionally, we analysed participants’ perceptions towards the robot leading these interactions. Results showed improvements in participants’ handwriting quality and posture maintenance regardless of the condition. Additionally, more positive feedback about the pause was reported from individuals in the mindfulness condition.
In this paper, we propose that the data generated by educational robots can be better used by applying learning analytics methods and techniques which can lead to a deeper understanding of the learners' apprehensi...
In this paper, we propose that the data generated by educational robots can be better used by applying learning analytics methods and techniques which can lead to a deeper understanding of the learners' apprehension and behavior as well as refined guidelines for roboticists and improved interventions by the teachers. As a step towards this, we put forward analyzing behavior and task performance at team and/or individual levels by coupling robot data with the data from conventional methods of assessment through quizzes. Classifying learners/teams in the behavioral feature space with respect to the task performance gives insight into the behavior patterns relevant for high performance, which could be backed by feature ranking. As a use case, we present an open-ended learning activity using tangible haptic-enabled Cellulo robots in a classroom-level setting. The pilot study, spanning over approximately an hour, is conducted with 25 children in teams of two that are aged between 11-12. A linear separation is observed between the high and low performing teams where two of the behavioral features, namely number of distinct attempts and the visits to the destination, are found to be important. Although the pilot study in its current form has limitations, e.g. its low sample size, it contributes to highlighting the potential of the use of learning analytics in educational robotics.
We present an eye-tracking study where we augment a Massive Open Online Course (MOOC) video with the gaze information of the teacher. We tracked the gaze of a teacher while he was recording the content for a MOOC lect...
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