Ana Breda

A Methodology for Developing Adaptive Educational-Game Environments

In this paper we present a methodology for describing adaptive educational-game environments and a model that supports the environment design process. These environments combine the advantages of educational games with those derived from the adaptation. The proposed methodology allows the specification of educational methods that can be used for the game environment generation. The educational goals, the activities that the users can perform, their organization and sequencing, along with the games to be played and the game stories are selected or dynamically generated taking into account the users features and behaviors.

Adaptive bayes for a student modeling prediction task based on learning styles

We present Adaptive Bayes, an adaptive incremental version of Naive Bayes, to model a prediction task based on learning styles in the context of an Adaptive Hypermedia Educational System. Since the students preferences can change over time, this task is related to a problem known as concept drift in the machine learning community. For this class of problems an adaptive predictive model, able to adapt quickly to the users changes, is desirable. The results from conducted experiments show that Adaptive Bayes seems to be a fine and simple choice for this kind of prediction task in user modeling.

Brief Report: Preliminary Proposal of a Conceptual Model of a Digital Environment for Developing Mathematical Reasoning in Students with Autism Spectrum Disorders

Abstract There is clear evidence that in typically developing children reasoning and sense-making are essential in all mathematical learning and understanding processes. In children with autism spectrum disorders (ASD), however, these become much more significant, considering their importance to successful independent living. This paper presents a preliminary proposal of a digital environment, specifically targeted to promote the development of mathematical reasoning in students with ASD. Given the diversity of ASD, the prototyping of this environment requires the study of dynamic adaptation processes and the development of activities adjusted to each user’s profile. We present the results obtained during the first phase of this ongoing research, describing a conceptual model of the proposed digital environment. Guidelines for future research are also discussed.

LEMA as a digital object manipulation learning environment

The Learning Environment on Mathematics for Autistic Children (LEMA) is a digital mathematical learning environment with modalities of dynamic adaptations of the proposed activities having in consideration the user’s profile. Training Sessions with special teachers highlighted the need to add new technologies to LEMA. Following this line of thought it would be of great educational value the incorporation of a tabletop technology in LEMA. Among several major tabletop hardware, we have opted by the use of Kinects with a multi-touch tabletop system which can detect all the movements of the user making the human body as a remote control to assist the human computer interaction allowing the manipulation of simple objects connected with the scope of the embodied learning activities. In this paper, we will explain the several phases to the integration of this new technology in LEMA, giving special emphasis to the pedagogical framework underlying the adaptations of the incorporated math activities.

Learning Environment for Autism Spectrum Disorders: a universal approach to the promotion of mathematical reasoning

The use of digital media is considered an effective way to work academic content with students with Autism Spectrum Disorders (ASD) enabling the creation of creative and constructive environments and the development of differentiated, meaningful and quality activities. Despite this scenario, the proposal of digital applications for children and youth with ASD continues to attract little attention, namely, regarding the promotion of deductive reasoning, an area of great interest for individuals with this disorder. Due to its heterogeneity, ASD are an interesting filed to explore the potential of using universal design for learning (UDL) approaches. This paper describes a learning environment developed under this universal scope, emphasizing the results obtained during evaluation sessions conducted with end users aiming to evaluate a prototype of this environment with dynamic adaptation features and specifically designed to support the development of Mathematical Reasoning in children with ASD. The results obtained during the evaluation sessions reveal that the digital environment is of easy interaction, simple and intuitive, and has a great potential to be an important tool to support the promotion of mathematical reasoning in children with ASD. The data collected allowed the identification of some adjustments that must be performed to improve the digital environment.