Cultural Aspects on the User Model in
Adaptive Educational Systems
Isabela Gasparini
[email protected]
Resumé
•
PhD in Computer Science (UFRGS) / Sandwich @TELECON SudParis
•
Adjunct Professor (UDESC)
– Graduate Programs
• Applied Computing
• Teaching Science, Mathematics and Technologies
– Undergraduate Programs
• Bachelor in Computer Science
• Technology of Systems Analysis and Development
•
Human Computer Interaction + Technology enhance learning
–
–
–
–
2013-2014: Special Committee on Human-Computer Interaction
2013: Translation: Interaction Design- beyond human computer Interaction Textbook
Workshop Organizer (CATS2013, CATS2014, WCIHC2014, CATS2015)
IHC2017 - Brazilian Symposium on Human Factors in Computer Systems
joinville.udesc.br/ihc2017
Research Questions
• How an learning environment can offer richer
experiences to students/teachers?
• How it can make students more involved,
motivated and ultimately have better
learning?
Research Questions
• How an learning environment can provide
richer experiences
for students/teachers?
Adaptive
Systems
that reflect
some
user’s
• HowSystems
it can make
students
more
involved,
characteristics
to adapthave better
motivated
and ultimately
several visible aspects of the system
learning?
Motivation
• Interactive Systems
– Need to provide support for an ever increasing
amount of material
Motivation
• Interactive systems
– Make it available for local-language populations across the
world…
– Or even the emerging multi-cultureless of many countries
Motivation
"on-size-fits-all" approach
is no longer applicable
Motivation
"on-size-fits-all" approach
is no longer applicable
Culture concept in interactive systems is becoming
a necessity, a challenge, and a timely and relevant
issue.
HCI and Culture
• Cultural awareness involves of becoming aware of cultural
values, beliefs and perceptions
– Quality of user experience is related to the user’s cultural
characteristics
• User’s cultural profile shapes his/her perception of a system
features
– to focuses to a set of information and ignore others
– Thus, system features appropriated for one culture may not
be suitable for others; and system design needs to be
adapted for different culture as well
HCI and Culture
All levels of HCI: surface, functionality, and interaction
Presentation of
Information
• time, date and
color format
• language (e.g.
font, writing
direction)
Dialog Design
• menu structure
• complexity,
layout, positions
Interaction Design
• navigation
concept
• interaction path
• interaction speed
• system structure
Different points of HCI can be researched on culture aspects
– metaphor, mental model, navigation, interaction, appearance…
Context and Culture Modeling
AdaptWeb®
Adaptive Web-based learning Environment
•
Goal: to adapt content, presentation and navigation in an educational web course,
according to the student model
Discipline
1
n
Topic
1
1
Concept
1
n
n
Example
Course
n
http://ead.joinville.udesc.br/adaptweb/
http://sourceforge.net/projects/adaptweb/
n
Exercise
Complementary
Material
Improving personalization:: Student “A”
Context1 = {
(Student.A, isStundentof, Course.ComputerScience),
(Student.A, isCoursing, Discipline.IntroductionVR),
(Discipline.IntroductionVR hasSubject, Subject.Introduction),
(Student.Pedro, isLearning, Subject. Introduction),
(Discipline.IntroductionVR, hasLearningMaterial, Language.english),
(Discipline.IntroductionVR, hasLearningMaterial, Language.spanish),
(Discipline.IntroductionVR,hasLearningMaterial, Language.portuguese),
(Discipline.IntroductionVR,hasLearningMaterial, Language.french),
(Student. A, hasConnection, NetworkConnection.high),
(Student. A, hasStyle, LearningStyle.active),
(Student. A, hasMotherTongue, Language.portuguese),
(Student. A, hasLanguageSkill, Language.english),
(Student. A, hasEnglishLanguageLevel, LanguageLevel.low),
(Student. A, isCitizenOf, Country.Brazil)}
Improving personalization:: Student “B”
Context 2 = {
(Student.B, isStundentof, Course.ComputerScience),
(Student.B, isCoursing, Discipline.IntroductionVR),
(Discipline.IntroductionVR hasSubject, Subject.Introduction),
(Student.Pedro, isLearning, Subject. Introduction),
(Discipline.IntroductionVR, hasLearningMaterial, Language.english),
(Discipline.IntroductionVR, hasLearningMaterial, Language.spanish),
(Discipline.IntroductionVR,hasLearningMaterial, Language.portuguese),
(Discipline.IntroductionVR,hasLearningMaterial, Language.french),
(Student. B, hasMotherTongue, Language.spanish),
(Student. B, hasLanguageSkill, Language.english),
(Student. B, hasEnglishLanguageLevel, LanguageLevel.high),
(Student. B, hasLanguageSkill, Language.portuguese),
(Student. B, hasEnglishLanguageLevel, LanguageLevel.medium),
(Student. B, isCitizenOf, Country.Argentina)}
Experiments
• Hypothesis
– Hnull: The culturally adapted design has no effect on usability.
– H1: The culturally adapted design has effect on usability.
• 65 Students (Brazil, Argentine and Uruguay)
• Factorial Design
• Effectiveness, Efficiency and Satisfaction
New Researches
(Master Students)
• Learning Analytics
• Gamification
– Towards Adaptation
• Programming Logics Teaching
– Towards Adaptation
• Recommender Systems
– Towards Context-Aware RS
New Researches
• Learning Analytics
– Progress
– Performance
– 114 students
New Researches
• Gamification
– 5W2H
– User-centered
– 119 students
New Researches :: Gamification
New Researches
• Recommender Systems
Other topics not directly involved in the main research
• Serious Game
– Mathematics Litteracy
• Blended Learning – Teaching Maths
• Scientometrics and Data Visualization (InfoViz)
• IHC2017
– Recommender Systems
• Content-based, social interaction, context- awareness
(location and time)
– Gamification
Cultural Aspects on the User Model in
Adaptive Educational Systems
Isabela Gasparini
[email protected]