An Affective-Motivational Interface for a Pedagogical Agent

Mora-Torres, Martha; Laureano-Cruces, Ana Lilia; Gamboa-Rodríguez, Fernando; Ramírez-Rodríguez, Javier; Sánchez-Guerrero, Lourdes

doi:10.4236/ijis.2013.41003

Cited by 2 publications

(2 citation statements)

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“…In our case, the relationships between the elements are represented by an incidence matrix M(n × n). V(t) is a vector that symbolizes the force of the concept at a given time t and V(t + 1) = S[V(t) × M(n × n)] represents the subsequent state that is equivalent to a prediction [16]- [27]; where S is a non-linear function [28]- [34] applied individually to the elements of the matrix M multiplied by the vector V(t) at a given time t. The congruence that the vector V(t + 1) has in relation to the vector V(t) indicates the performance of the reasoning [12] [35] (Tables 2-5).…”

Section: Student's Way Of Thinkingmentioning

confidence: 99%

The Ways of Thinking in a Sample of the Student Community of the Subjects of Structured Programming and Numerical Methods in Engineering of the UAM-Azcapotzalco within the Emerging Remote Teaching Project (PEER)

Sánchez-Guerrero¹,

Laureano-Cruces²,

Mora-Torres³

et al. 2022

IJIS

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Due to the pandemic that is currently being experienced worldwide, educational institutions (HEIs) have had to reinvent and innovate the mode of teaching, in order to continue the process of training students at all educational levels. Higher education has not been immune to this situation, the institutions of this educational level face various challenges in remote teaching: one of them, perhaps the most important, was to answer the question: How to get the student to continue their undergraduate studies remotely? In this sense, it was necessary, on the part of the students and the teachers, a preparation to go from the face-to-face to the virtual mode. This paper addresses the specific case of the analysis of the teaching-learning process of the Teaching-Learning Unit (UEA for its acronym in Spanish) of Structured Programming and Numerical Methods for Engineering at the undergraduate level, at the Universidad Autónoma Metropolitana, Unidad Azcapotzalco (UAM-A) and its relation to the student's way of thinking. Likewise, the analysis will be carried out if the way of thinking of the students of the sample influences their academic performance when studying the subject of Structured Programming and Numerical Methods for Engineering.

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Section: Student's Way Of Thinkingmentioning

confidence: 99%

The Ways of Thinking in a Sample of the Student Community of the Subjects of Structured Programming and Numerical Methods in Engineering of the UAM-Azcapotzalco within the Emerging Remote Teaching Project (PEER)

Sánchez-Guerrero¹,

Laureano-Cruces²,

Mora-Torres³

et al. 2022

IJIS

Self Cite

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“…They are also directly related to the perception of the following variables: 1) Interest and desire to continue; 2) Help; explicitly requested or offered by the artilect; 3) Strategies; actions carried out by the artilect; 4) Interruption; on the part of the artilect; 5) Possibility of resignation; by the user; 6) Performance; regarding the evolution of the task; 7) Latency; referring to the appropriate time to respond to different situations during the teaching-learning process. All of them are considered in the representation of knowledge and in the inference engine [1] [2]. The above will be limited to a domain, the latter being the reason for teaching.…”

Section: Introductionmentioning

confidence: 99%

Intelligent Interfaces: Pedagogical Agents and Virtual Humans

Laureano-Cruces¹,

Sánchez-Guerrero²,

Ramírez-Rodríguez³

et al. 2022

IJIS

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Little by little, we are entering the new era, intelligent interfaces are absorbing us more and more every day, and artificial intelligence makes its presence in a stealthy way. Virtual humans that represent an evolution of autonomous virtual agents; they are computer programs and in the future capable of carrying out different activities in certain environments. They will give the illusion of being human; they will have a body, and they will be immersed in an environment. They will have a set of senses that will allow them: 1) Sensations and therefore associated expressions; 2) Communication; 3) Learning; 4) Remembering events, among others. By integrating the above, they will have a personality and autonomy, so they will be able to plan with respect to objectives; allowing them to decide and take actions with their body, in other words, they will count on awareness. The applications will be focused on environments that they will inhabit, or as interfaces that will interact with other systems. The application domains will be multiple; one of them being education. This article shows the design of OANNA like an avatar with the role of pedagogical agent. It was modeled as an affective-cognitive structure related to the teaching-learning process linked to a pedagogical agent that represents the interface of an artilect. OANNA, has the necessary animations for intervention within the teaching-learning process.

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An Affective-Motivational Interface for a Pedagogical Agent

Cited by 2 publications

References 0 publications

The Ways of Thinking in a Sample of the Student Community of the Subjects of Structured Programming and Numerical Methods in Engineering of the UAM-Azcapotzalco within the Emerging Remote Teaching Project (PEER)

The Ways of Thinking in a Sample of the Student Community of the Subjects of Structured Programming and Numerical Methods in Engineering of the UAM-Azcapotzalco within the Emerging Remote Teaching Project (PEER)

Intelligent Interfaces: Pedagogical Agents and Virtual Humans

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