Gaze tutor: A gaze-reactive intelligent tutoring system

We developed an intelligent tutoring system (ITS) that aims to promote engagement and learning by dynamically detecting and responding to students' boredom and disengagement. The tutor uses a commercial eye tracker to monitor a student's gaze patterns and identify when the student is bored, disengaged, or is zoning out. The tutor then attempts to reengage the student with dialog moves that direct the student to reorient his or her attentional patterns towards the animated pedagogical agent embodying the tutor. We evaluated the efficacy of the gaze-reactive tutor in promoting learning, motivation, and engagement in a controlled experiment where 48 students were tutored on four biology topics with both gaze-reactive and non-gaze-reactive (control condition) versions of the tutor. The results indicated that: (a) gaze-sensitive dialogs were successful in dynamically reorienting students’ attentional patterns to the important areas of the interface, (b) gaze-reactivity was effective in promoting learning gains for questions that required deep reasoning, (c) gaze-reactivity had minimal impact on students’ state motivation and on self-reported engagement, and (d) individual differences in scholastic aptitude moderated the impact of gaze-reactivity on overall learning gains. We discuss the implications of our findings, limitations, future work, and consider the possibility of using gaze-reactive ITSs in classrooms.     

The activation of mechanisms linking judgements of work design and management with musculoskeletal pain

The report of work-related musculoskeletal pain may be related to worker evaluations of the design and management of work through two mechanisms: one biomechanical and the other stress-related. This study of engineering workers (n = 204) explored the validity of these mechanisms using sequential logistic regression. Analyses suggested that workers' ratings of the adequacy of the design and management of their work were related to their report of work-related musculoskeletal pain. However, the mechanisms appeared to be activated in certain conditions. The reporting of pain in the upper body was both biomechanically- and stress-related, whereas that in the lower body was only biomechanically-related. It is argued that the mechanism activated appeared to be determined by the anatomical location of the pain, and probably the variance shared between the different aspects of work design and management, on the one hand, and the mechanical load of the job, on the other.     

GEO_BUG: a geographical modelling environment for assessing the likelihood of pest development

This paper describes software designed to explore pest phenology (development) over space and time. The framework presented links sequences of interpolated daily maximum and minimum temperatures with a variety of process-based phenology and accumulated temperature models. The flexibility offered by this approach is demonstrated using examples of gridded maps of pest phenology on target dates, graphs of the sequences of pest development at individual locations and assessments of error in the predicted dates over the course of a model run. Finally, the potential application of the software in support of agricultural management systems, policy development and integrated research is discussed.     

Accessing the spoken word

Spoken-word audio collections cover many domains, including radio and television broadcasts, oral narratives, governmental proceedings, lectures, and telephone conversations. The collection, access, and preservation of such data is stimulated by political, economic, cultural, and educational needs. This paper outlines the major issues in the field, reviews the current state of technology, examines the rapidly changing policy issues relating to privacy and copyright, and presents issues relating to the collection and preservation of spoken audio content .     

Personalizing 3D virtual fashion stores: Exploring modularity with a typology of atmospherics based on user input

This research develops a typology of atmospherics that contains user-identified modules and modular options for personalizing 3D virtual fashion stores. A content analysis of 46 focus group discussions (n = 170) was conducted to understand the user’s perspective for personalizing 3D virtual fashion store atmospherics. Based on three atmospheric categories (pathfinding assistant, environment, and the manner of product presentation), 17 modules and 207 modular options were identified for personalizing 3D virtual stores. This research pioneers the development of an atmospherics typology for personalizing 3D virtual shopping environments as a persuasive selling tool in the emerging field of 3D virtual reality (VR) retailing.     

A Cognitive Bias Approach to Feature Selection and Weighting for Case-Based Learners

Research in psychology, psycholinguistics, and cognitive science has discovered and examined numerous psychological constraints on human information processing. Short term memory limitations, a focus of attention bias, and a preference for the use of temporally recent information are three examples. This paper shows that psychological constraints such as these can be used effectively as domain-independent sources of bias to guide feature set selection and weighting for case-based learning algorithms.We first show that cognitive biases can be automatically and explicitly encoded into the baseline instance representation: each bias modifies the representation by changing features, deleting features, or modifying feature weights. Next, we investigate the related problems of cognitive bias selection and cognitive bias interaction for the feature weighting approach. In particular, we compare two cross-validation algorithms for bias selection that make different assumptions about the independence of individual component biases. In evaluations on four natural language learning tasks, we show that the bias selection algorithms can determine which cognitive bias or biases are relevant for each learning task and that the accuracy of the case-based learning algorithm improves significantly when the selected bias(es) are incorporated into the baseline instance representation.     

Possibilistic uncertainty handling for answer set programming

In this work, we introduce a new framework able to deal with a reasoning that is at the same time non monotonic and uncertain. In order to take into account a certainty level associated to each piece of knowledge, we use possibility theory to extend the non monotonic semantics of stable models for logic programs with default negation. By means of a possibility distribution we define a clear semantics of such programs by introducing what is a possibilistic stable model. We also propose a syntactic process based on a fix-point operator to compute these particular models representing the deductions of the program and their certainty. Then, we show how this introduction of a certainty level on each rule of a program can be used in order to restore its consistency in case of the program has no model at all. Furthermore, we explain how we can compute possibilistic stable models by using available softwares for Answer Set Programming and we describe the main lines of the system that we have developed to achieve this goal.     

An investigation of the validity of course‐based online assessment methods: The role of computer‐related attitudes and assessment mode preferences

The use of e‐assessment methods raises important concerns regarding the reliability and validity of these methods. Potential threats to validity include mode effects and the possible influence of computer‐related attitudes. Although numerous studies have now investigated the validity of online assessments in noncourse‐based contexts, few studies have addressed this issue in an educational context. The present study helps fill this research gap by investigating whether university students' computer‐related attitudes and assessment mode preferences were related to performance on a course‐based online assessment task. Overall, students' attitudes and preferences bore no greater relationships to performance on the online than offline module assessment tasks. This provides support for the validity of course‐based online assessment methods and should help alleviate educators' concerns and encourage more widespread adoption of these methods, helping address the issue of their slow uptake to date. Suggestions for follow‐up studies to corroborate and extend the current findings are offered.     

Systems modelling for effective mine water management

Concerns about the difficulties in securing water have led the Australian coal mining industry to seek innovative ways to improve its water management and to adopt novel strategies that will lead to less water being used and more water being reused. Simulation tools are essential to assess current water management performance and to predict the efficiency of potential strategies. As water systems on coal mines are complex and consist of various inter-connected elements, a systems approach was selected, which views mine site water management as a system that obtains water from various sources (surface, groundwater), provides sufficient water of suitable quality to the mining tasks (coal beneficiation, dust suppression, underground operations) and maintains environmental performance. In this paper, the model is described and its calibration is illustrated. The results of applying the model for the comparison of the water balances of 7 coal mines in the northern Bowen Basin (Queensland, Australia) are presented. The model is used to assess the impact of applying specific water management strategies. Results show that a simple systems model is an appropriate tool for assessing site performance, for providing guidance to improve performance through strategic planning, and for guiding adoption of site objectives.