Time filter

Source Type

Madrid, Spain

Santos O.C.,aDeNu Research Group
International Journal of Artificial Intelligence in Education | Year: 2016

This paper argues that the research field of Artificial Intelligence in Education (AIED) can benefit from integrating recent technological advances (e.g.; wearable devices, big data processing, 3D modelling, 3D printing, ambient intelligence) and design methodologies, such as TORMES, when developing systems that address the psychomotor learning domain. In particular, the acquisition of motor skills could benefit from individualized instruction and support just as cognitive skills learning has over the last decades. To this point, procedural learning has been considered since the earliest days of AIED (dating back to the 1980's). However, AIED developments in motor skills learning have lagged significantly behind. As technology has evolved, and supported by the do-it-yourself and quantified-self movements, it is now possible to integrate emerging interactive technologies in order to provide personal awareness and reflection for behavioural change at low cost and with low intrusion. Many activities exist that would benefit from personalizing motor skills learning, such as playing a musical instrument, handwriting, drawing, training for surgery, improving the technique in sports and martial arts, learning sign language, dancing, etc. In this context, my suggestions for AIED research in the coming 25 years focus on addressing challenges regarding 1) modelling the psychomotor interaction, and 2) providing appropriate personalized psychomotor support. © 2016 International Artificial Intelligence in Education Society.

This paper summarizes the main contributions of the PhD Dissertation with the same title, which focused on adding personalization support in existing learning management systems by considering some artificial intelligence techniques (i.e. user modelling, web usage mining, machine learning, recommendation strategies and human computer interaction). In particular, adaptive navigation support in terms of recommendations was deployed in two learning systems through a web based recommendation service provided by a semantic educational recommender system (SERS) and making an extensive use of standards. Moreover, a user-centred design methodology (i.e. TORMES) was defined to design and formatively evaluate educational oriented recommendations. © IBERAMIA and the authors.

Motor skill learning is hardly considered in current AIED literature. However, there are many learning tasks that require consolidating motor tasks into memory through repetition towards accurate movements, such as learning to write, to draw, to play a musical instrument, to practice a sport technique, to dance, to use sign language or to train for surgery. The field of Artificial Intelligence (AI) needs new sap to cope with the challenges in the Educational (ED) domain aimed to support psychomotor learning. This new sap can be provided by novel interactive technologies around the Internet of the Things that deal with Quantified-self wearable devices, 3D modelling, Big Data processing, etc. The paper aims to identify opportunities and challenges for AI + ED that can be discussed during the workshop. Some of the issues raised are illustrated within a case study instantiated in the Aikido practice, a defensive martial art that involves learning skilled movements by training both the body and the mind, and which is not only part of extra-curricular activity in many schools, but has also been reported of value for teaching in STEM (Science, Technology, Engineering and Mathematics) education, in particular, some laws of mechanics.

Santos O.C.,aDeNu Research Group | Boticario J.G.,aDeNu Research Group | Perez-Marin D.,Rey Juan Carlos University
Science of Computer Programming | Year: 2014

In this paper we address an open key issue during the development of web-based educational systems. In particular, we provide an educational-oriented approach for building personalised e-learning environments that focuses on putting the learners' needs in the centre of the development process. Our approach proposes user centred design methodologies involving interdisciplinary teams of software developers and domain experts. It is illustrated in an adaptive e-learning system, where a MOOC (Massive Open Online Course) was taken by nearly 400 learners. In particular, we report where user centred design methods can be applied along the e-learning life cycle to designing and evaluating personalisation support through recommendations in learning management systems. © 2013 Elsevier B.V.

Santos O.C.,aDeNu Research Group | Boticario J.G.,aDeNu Research Group
Computers and Education | Year: 2014

There is a need for designing educationally oriented recommendations that deal with educational goals as well as learners' preferences and context in a personalised way. They have to be both based on educators' experience and perceived as adequate by learners. This paper compiles practical guidelines to produce personalised recommendations that are meant to foster active learning in online courses. These guidelines integrate three different methodologies: i) user centred design as defined by ISO 9241-210, ii) the e-learning life cycle of personalised educational systems, and iii) the layered evaluation of adaptation features. To illustrate guidelines actual utility, generality and flexibility, the paper describes their applicability to design educational recommendations in two different contexts, which in total involved 125 educators and 595 learners. These applications show benefits for learners and educators. Following this approach, we are targeting to cope with one of the main challenges in current massive open online courses, which are expected to provide personalised education to an increasing number of students without the continuous involvement of educators in supporting learners during their course interactions. © 2014 Elsevier Ltd. All rights reserved.

Discover hidden collaborations