Patricia Jaques

A BDI approach to infer student's emotions in an intelligent learning environment

In this article we describe the use of mental states approach, more specifically the belief-desire-intention (BDI) model, to implement the process of affective diagnosis in an educational environment. We use the psychological OCC model, which is based on the cognitive theory of emotions and is possible to be implemented computationally, in order to infer the learners emotions from his actions in the system interface. In our work we profit from the reasoning capacity of the BDI model in order to infer the students appraisal (a cognitive evaluation of a person that elicits an emotion), which allows us to deduce students emotions. The system reasons about an emotion-generating situation and tries to infer the users emotion by using the OCC model. Besides, the BDI model is very adequate to infer and also model students affective states since the emotions have a dynamic nature.

Using pedagogical agents to support collaborative distance learning

In this paper, we describe an animated pedagogical agent which assists the interaction among students in a virtual class within a collaborative communication tool, either on-line or not, motivating them, correcting wrong concepts and providing new knowledge. This guiding agent we call Collaboration Agent will consider not only cognitive capabilities of students, but also social and affective characteristics, which becomes a more qualitative mechanism for collaboration among students and learning. The considered agent is being modelled as part of the multi-agent architecture of the project A Computational Model of Distance Learning Based on Socio-Cultural Pedagogical Approaches.

A BDI Approach to Infer Student’s Emotions

In this paper we describe the use of mental states, more specifically the BDI approach, to implement the process of affective diagnosis in an educational environment. We use the OCC model, which is based on the cognitive theory of emotions and is possible to be implemented computationally, in order to infer the learner’s emotions from his actions in the system interface. The BDI approach is very adequate since the emotions have a dynamic nature. Besides, in our work we profit from the reasoning capacity of the BDI approach in order to infer the student’s appraisal, which allow us to deduce student’s emotions.

Exercise programme in patients with cystic fibrosis: A randomized controlled trial

OBJECTIVESnAssess the effects of a home exercise programme, based on aerobic training and muscle strength training, in patients with cystic fibrosis (CF), for a period of 3 months.nnnMETHODSnRandomised controlled clinical experiment, with an analysis of intention to treat including clinically stable patients with CF and of age ≥ 16. Assessments include: a 6 min walk test (6 MWT), one-repetition maximum strength test (1 RM), spirometry and quality of life questionnaires. The patients randomised for the exercise group exercise group followed a home exercise protocol, supervised by telephone, while the control group maintained their usual activities.nnnRESULTSn41 Patients were included, 22 in the control group and 19 in the exercise group. The exercise group presented a significant increase in muscle strength in upper limbs (UULL) on the 1 RM test. There was no significant difference between groups on the scores for general quality of life and specifically for CF and in the distance walked on the 6 MWT.nnnCONCLUSIONnThe study demonstrated that a home exercise programme had positive effects in adult patients with CF, including gain in muscle strength in UULL. No increase in tolerance to exercise was shown and improvement in the quality of life of the patients who received intervention.

Modelagem e Implementação da Interface para Apresentação de Comportamentos Animados e Emotivos de um Agente Pedagógico Animado

This work presents an animated pedagogical agent’s architecture for showing animated and emotive behavior, as the appearance of the character of this agent, which we calls PAT. This architecture was implemented in Java and JavaScript and Microsoft Agent. In order to define the agent’s appearance it were made interviews with pedagogues, psychologists and designers.

PAT: um agente pedagógico animado para interagir efetivamente com o aluno

Este trabalho apresenta um agente pedagogico animado, chamado Pat, que possui o objetivo de fornecer suporte emocional ao aluno: motivando-o e encorajandoo, fazendo-o acreditar em suas proprias habilidades e promovendo um estado de espirito mais positivo no aluno que, de acordo com psicologos e pedagogos, e melhor para o seu aprendizado. Este suporte do agente, suas taticas afetivas, e expresso atraves de comportamentos emotivos e mensagens de encorajamento do personagem animado. Para escolher as taticas afetivas adequadas, o agente deve conhecer as emocoes do aluno. O agente proposto infere as seguintes emocoes do aluno: alegria/tristeza, satisfacao/frustracao, raiva/gratidao e vergonha a partir do comportamento observavel do aluno, isto e, das acoes do aluno na interface do sistema educacional. A inferencia das emocoes e fundamentada psicologicamente na abordagem cognitiva das emocoes. Mais especificamente, nos usamos o modelo OCC o qual e baseado na abordagem cognitiva das emocoes e e possivel de ser implementado computacionalmente. Devido a natureza dinâmica da informacao sobre o estado afetivo do aluno, nos adotamos uma abordagem BDI para implementar o modelo afetivo do usuario e o diagnostico afetivo. Alem disso, em nosso trabalho nos nos beneficiamos da capacidade de raciocinio do BDI para o agente inferir as emocoes do aluno.

Agent-Based Tutoring Systems by Cognitive and Affective Modeling

In recent years, we have observed that many educational systems, especially intelligent tutoring systems, are being implemented according to an agent paradigm. Therefore, researchers in education believe that the educational computing environments would be more pedagogically effective if they had mechanisms to show and recognize the students emotions. Agent-based Tutoring Systems by Cognitive and Affective Modeling intends to present a modern view of intelligent tutoring, focusing mainly on the conception of these systems according to a multi-agent approach and on the affective and cognitive modeling of the student in this kind of educational environment. Providing researchers, academians, educators, and practitioners with a critical mass of research on the theory, practice, development, and implementation of tools for knowledge representation and agent-based architectures, this Premier Reference Source is a must-have addition to every library collection.

An experiment using software agents for dialogue analysis in collaborative distance learning

Trends in distance education show a growing emphasis in collaborative learning, stimulating students to exchange ideas and information. A collaborative environment, however, will demand a higher effort from the teacher, who will supervise all discussions among learners, so that they do not deviate from the intended topic for a lesson. Moreover, the information proceeding from interactions among students will provide to the teacher features that allow an individual evaluation of each student and his course. In this way, this paper describes a first experience using a multi-agent architecture that is able to monitor communication tools in a distance-learning group.

Dicas inteligentes no Sistema Tutor Inteligente PAT2Math

The keynotes goal is to reflect on emergent opportunities for human Discovery (in science), Creativity (in art & industry), and Learning (in education) as processes often occurring serendipitously in individuals and in communities empowered by dynamic Web connections in the global village. These reflections seem to fit best with the mandate of the CBIE Conference: sustainable education.Este trabalho apresenta uma evolucao do assistente inteligente SAE para inferir e fornecer orientacao pedagogica coerente com varias metodologias educacionais, superando uma dificuldade tradicional para este tipo de software, alem de fornecer mais apoio ao ensino-aprendizagem personalizado.O artigo fundamenta-se nos resultados do processo de desenvolvimento de um ambiente web de aprendizagem, ja modelado em dissertacao de mestrado (CABRAL,2006). O sistema tem por objetivo facilitar o acompanhamento das atividades que envolvem a definicao e a elaboracao de pre-projetos de Trabalhos de Conclusao de Curso (TCC). Para atingir tal objetivo o sistema e baseado em uma camada de agentes inteligentes que atuam como colaboradores para execucao de todas as atividades necessarias ao desenvolvimento do TCC. Para que esses agentes atuem de forma satisfatoria no ambiente e necessario o estabelecimento de um processo de comunicacao que possibilite aos agentes agirem em um nivel conceitual mais proximo do ser humano. Dessa forma, este artigo expoe os resultados obtidos ao longo do desenvolvimento dos agentes computacioniais e seus mecanismos de comunicacao.Este artigo descreve o projeto de desenvolvimento de jogo educativo baseado em metodologias participativas, pelas quais estudantes da rede publica de ensino medio idealizam, projetam e desenvolvem prototipos de um jogo sobre Sistema Imunologico e virus da Dengue. O objetivo da pesquisa e verificar os impactos do processo sobre a aprendizagem dos estudantes.O objetivo deste artigo e apresentar resultados de estudo de um caso exploratorio, realizado junto aos alunos de uma Instituicao de Ensino Superior. Como resultados, foram levantados indicadores de avaliacao do Sistema de EaD e identificados problemas, segundo a percepcao dos alunos. A partir dos resultados destaca-se que a Universidade desconhece a metodologia ITIL® e que seria fundamental que fosse implantada uma estrategia do servico (fase inicial da ITIL®), conduzindo a melhoria continua do servico e da infra-estrutura da Universidade.O facil acesso as informacoes devido a difusao da internet possibilita o enriquecimento intelectual, mas por vezes acaba por ser um meio de usufruir do conhecimento de outrem sem mencionar seus creditos/direitos autorais, o que por fim acaba na configuracao do plagio. O plagio no meio academico e uma tarefa dificil de ser controlada, devido o grande numero de trabalhos que sao feitos por uma vasta quantidade de alunos e tambem pelo excesso de tarefas dos professores e pelo pouco tempo que conseguem dedicar para o controle da qualidade e autenticidade dos trabalhos. Com isso, e importante contar com softwares que auxiliem no processo de verificacao de indicios de plagio, desta maneira o presente trabalho vislumbra desenvolver uma nova ferramenta de analise de indicios de plagio bem como aprimorar o metodo DIP – Detector de Indicios de Plagio para auxiliar o docente na verificacao da autenticidade dos trabalhos.A Neuropedagogia promove o confronto sucessivo e simultâneo entre concepcoes tacitas, crencas e valores normativos com esquemas inovadores, criando um espaco entropico e poetico no âmbito da experiencia humana. A natureza da ciencia neuropedagogica exige um modelo fractal de construcao de mundo, sustentado pelo prazer da perplexidade. Busca-se a geratriz e as leis de formacao para atingir a unanimidade sobre o conceito de educacao de pessoas com alta dotacao humana, impossivel de se concretizar, sem o recurso das ideologias filosoficas, cientificas e tecnologias aliadas as eticas.In this talk I will elaborate on the development, implementation and evaluation of the use of online tools for learning, with special attention to games and gamification, sharing and collaboration.

Inferring Socio-Affective Factors and Cooperation Capacity in Computer Assisted Collaborative Teaching/Learning Environments

Nowadays, socio-affective factors such as cooperation, motivation, socio-cognitive affinities, pro-activity, interaction and others, tend to be widely exploited in teacher/student and in between pupils relationship, so that the results of the building of knowledge be reached in a collaborative fashion. This is because these factors would play an encouraging role towards collaboration, acting positively in building human relationships within a socio-cultural panorama. Therefore, this work will show the importance of considering socio-affective factors in collaborative learning environments focusing on the relevant socio-affective factor that we designate as Collaboration Capacity, describing its manual and computed aided inference mechanisms. The rest of the relevant socio-affective factors quoted in this work, will be described and inferred along the course of the dissertation concluding research.