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Identifier 000416980
Title Empowering intelligent classrooms with attention monitoring and intervention cycles
Alternative Title Υποστηρίζοντας την έξυπνη τάξη με δυνατότητα συνεχούς παρακολούθησης της προσοχής των μαθητών και εφαρμογής παρεμβάσεων
Author Κορόζη, Μαρία Κωνσταντίνου
Thesis advisor Στεφανίδης, Κωνσταντίνος
Reviewer Αργυρός, Αντώνιος
Σαββίδης, Αντώνιος
Abstract The primary goal of an AmI environment is to help and support the people living in it; towards that objective it should be able to identify a user need and act accordingly. Many research approaches and commercial tools have focused on realizing this concept, which follows the paradigm of the trigger-action model; however, the majority of them pose several limitations (e.g., one trigger can be connected to a single action, artifact-oriented triggers mainly). The domain of education would particularly benefit from an AmI environment able to monitor students during their educational activities and intervene when deemed necessary to help, support or motivate them so as to promote the learning process. Nevertheless, despite the fact that the concept of the Intelligent Classroom has gained much attention from researchers over the past decade, none of the approaches proposed so far offers a generic, scalable, fast and easy way to connect triggers with actions. Aiming to bridge this gap, this thesis presents a framework and an authoring tool that support both developers and educators in defining the behaviors (triggers) that lead to context-aware interventions (actions). Following an extensive literature review and an iterative elicitation process – based on multiple collection methods such as brainstorming, focus groups, observation and scenarios – the high-level functional and non-functional requirements that both the framework and authoring tool should satisfy were identified. Based on those findings, this work aims to equip the Intelligent Classroom with mechanisms that monitor the learners' attention levels and intervene, when necessary, to (i) provide motivating activities to distracted, unmotivated or tired individuals, or (ii) suggest to educators alternative methodologies which would be beneficial for the entire classroom. In more detail, the LECTOR framework offers a mechanism for identifying student behaviors that require remedial actions and intervening when the students need help or support. This mechanism relies on “if-then” rules -created either by developers or by educators - to define the behavior of the classroom environment. In order to ensure scalability and simplify rules’ management, a three (3) step process for connecting a behavior with an intervention was introduced. The first step requires the user to define a behavior, next the conditions under which the behavior becomes a trigger have to be described, and during the last step connections between a trigger and appropriate interventions are created. This decomposition permits a behavior to be associated with multiple triggers, and a trigger with multiple interventions that alternate depending on the context of use. Furthermore, in contrast to the artifact-oriented recipes that are currently supported by the majority of such tools, LECTOR’s rule structure supports the creation of user-oriented intervention scenarios. Furthermore, LECTOR introduces a sophisticated authoring tool, named LECTORstudio, which aims to support both developers and educators in creating rules that describe behaviors, triggers, and interventions. However, since developers require further assistance in order to integrate the appropriate building blocks necessary for programming the AmI environment (e.g., actors, context, interventions), LECTORstudio also provides such functionality through intuitive user interfaces. Lastly, in order to further support the targeted end-users of the Intelligent Classroom environment (i.e., students and educators), this work also features three (3) additional tools: LECTORviewer, NotifEye and CognitOS. LECTORviewer and NotifEye aim to support educators in having an overview of the students’ attention levels and providing their input regarding ambiguous behaviors or scheduled interventions that aim to re-engage distracted, tired or unmotivated students. CognitOS, on the other hand, is a sophisticated web-based working environment for students that hosts a variety of educational applications, which constitute the communication channels through which LECTOR presents the interventions
Language English
Subject Ambient intelligence authoring tool
Attention alarms
Attention-aware classroom
Educational intervention
Ειδοποιήσεις έλλειψης προσοχής
Εκπαιδευτικές παρεμβάσεις
Προγραμματιστικό εργαλείο διάχυτης νοημοσύνης
Τάξη με δυνατότητα αναγνώρισης προσοχής
Issue date 2018-03-23
Collection   Faculty/Department--Faculty of Sciences and Engineering--Department of Computer Science--Doctoral theses
  Type of Work--Doctoral theses
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