Waking Up In the Morning (WUIM): A Smart Learning Environment for Students with Learning Difficulties

Abstract

Effectiveness, efficiency, scalability, autonomy, engagement, flexibility, adaptiveness, personalization, conversationality, reflectiveness, innovation, and self-organization are some of the fundamental features of smart environments. Smart environments are considered a good learning practice for formal and informal education; however, it is important to point out the pedagogical approaches on which they are based. Smart learning environments (SLEs) underline the flexibility of eclectic pedagogy that places students at the center of any educational process and takes into account the diversity in classrooms. Thus, SLEs incorporate pedagogical principles derived from (1) traditional learning theories, e.g., behaviorism and constructivism, (2) contemporary pedagogical philosophy, e.g., differentiated teaching and universal design for learning, (3) theories that provide specific instructions for educational design, e.g., cognitive theory of multimedia learning and gamification of learning. The innovative concept of transmedia learning is an eclectic pedagogical approach, which in addition to learning principles, blends all available media so far. WUIM is a transmedia program for training independent living skills aimed primarily at children with learning disabilities, which emerged from the composition of pedagogical theories, traditional educational materials and cutting-edge technologies such as augmented and virtual reality, and art-based production methodologies. This paper outlines the development of WUIM, from the prototyping presented at the 4th International Conference in Creative Writing (2019) to the Alpha and Beta stages, including user and expert evaluations.

Mobile/VR/Robotics/IoT-Based Chatbots and Intelligent Personal Assistants for Social Inclusion

“…Moreover, such digital tools can lead to students developing multilingualism, critical and creative thinking, collaboration, communication, and problem-solving skills, which comprise 21st century skills. Therefore, AI technology enhances students' learning [67][68][69] by utilizing either state-of-the-art platforms and programming languages [70] or by implementing smart technologies for learning and teaching [71][72].…”

Acessibilidade sob Desenho Universal para Ambientes Virtuais de Aprendizagem: um Mapeamento de Critérios e Desafios

“…Os quatro autores participaram da análise e tabulação dos resultados, e todos os trabalhos selecionados foram analisados por pelo menos dois pesquisadores. [Bottoni et al 2013] HAB12 [Habib et al 2012] SAN22 [Santos and Fernandes 2022] BRI16 [Brischetto and Tosi 2016] IGL14 [Iglesias et al 2014] SAP18 [Saplacan et al 2018] CAN17 [Canal et al 2017] KAI21 [Kaimara et al 2021] SAR15 [Sarkar et al 2015] CED18 [Cedillo et al 2018] KEN18 [Kent et al 2018] SCM12 [Santarosa et al 2012] COR15 [Corrêa et al 2015] LEE15 [Lee et al 2015 PAR16 [Park et al 2016] SIL15 [Silva et al 2015] DAH21 [Dahm and Reese 2021] PAT22 [Patrascoiu et al 2022] TSI17 [Tsiopela and Jimoyiannis 2017] GHE12 [Ghelardi et al 2012] POO11 [Poobrasert and Wongteeratana 2011] VIE15 [Viera-Santana et al 2015] GKA11 [Gkatzidou et al 2011] RAV14 [Ravanelli and Serina 2014] YIL22 [Yildiz et al 2022] GRA11 [Granic and Adams 2011] ROD11 [Rodriguez-Ascaso et al 2011] ZYD20 [Zydney et al 2020]…”

“…Outro desafio relaciona-se com a dificuldade de avaliação e validação das propostas de forma mais ampla: trabalho com amostras pequenas, períodos curtos de verificação ou restrita a um tipo de deficiência [Park et al 2016, Tsiopela and Jimoyiannis 2017, Kaimara et al 2021, Habib et al 2012, Granic and Adams 2011, Corrêa et al 2015].…”