Llibres (Departament de Tecnologies de la Informació i les Comunicacions)http://hdl.handle.net/10230/169682024-03-29T09:06:35Z2024-03-29T09:06:35ZDirections for the responsible design and use of AI by children and their communities: examples in the field of EducationHernández Leo, Daviniahttp://hdl.handle.net/10230/589752024-02-08T02:30:41Z2022-01-01T00:00:00ZDirections for the responsible design and use of AI by children and their communities: examples in the field of Education
Hernández Leo, Davinia
2022-01-01T00:00:00ZResponsible educational technology research: from open science and open data to ethics and trustworthy learning analyticsHernández Leo, DaviniaAmarasinghe, IshariBeardsley, MarcHakami, EyadRuiz Garcia, AurelioSantos Rodríguez, Patríciahttp://hdl.handle.net/10230/564962023-04-20T01:31:16Z2023-01-01T00:00:00ZResponsible educational technology research: from open science and open data to ethics and trustworthy learning analytics
Hernández Leo, Davinia; Amarasinghe, Ishari; Beardsley, Marc; Hakami, Eyad; Ruiz Garcia, Aurelio; Santos Rodríguez, Patrícia
This chapter unfolds some elements of responsible research in the educational technology field and provides examples about how these elements have been considered in initiatives by the Interactive and Distributed Technologies for Education (TIDE) research group at Universitat Pompeu Fabra in Barcelona. First, it focuses on open science, an ongoing movement that promotes, on the one hand, transparent and frequent open-access updates of the research progress and the collected data and, on the other hand, reproducible, accurate, and verifiable research, bringing benefits for the individual researchers, the research community, and the society. Second, the chapter discusses ethics perspectives in educational technology research, relevant when collecting and sharing data and also in the design and development of technologies, especially when they are based on data analytics or artificial intelligence techniques. The latter aspects relate to the capacity of educational software systems to support human agency and preserve human well-being.
2023-01-01T00:00:00ZAffective state-based framework for e-learning systemsRodríguez, Juan AntonioComas, JoaquimBinefa i Valls, Xavierhttp://hdl.handle.net/10230/537292022-07-15T01:32:21Z2021-01-01T00:00:00ZAffective state-based framework for e-learning systems
Rodríguez, Juan Antonio; Comas, Joaquim; Binefa i Valls, Xavier
Virtual learning and education have become crucial during the COVID19 pandemic, which has forced a rethink by teachers and educators into designing
online content and the indirect interaction with students. In an face-to-face class,
some visual cues help the teacher recognize the engagement level of students, while
the main weakness of the online approach is the lack of feedback that the teacher
has about the learning process of the students. In this paper, we introduce a novel
framework able to track the learning states, or LS, of the students while they are
watching a piece of knowledge-based content. Specifically, we extract four learning states: Interested, Bored, Confused or Distracted. Finally, to demonstrate the
system’s capability, we collected a reduced database to analyze the affective state
of the subjects. From these preliminary results, we observe abrupt changes in the
LS of the audience when there are abrupt changes in the narrative of the video, indicating that well-structured and bounded information is strongly related with the
learning behaviour of the students.
2021-01-01T00:00:00ZThe power of beauty or the tyranny of algorithms. How do teens understand body image on instagram?Sánchez Reina, Jesús RobertoTheophilou, EmilyHernández Leo, DaviniaMedina Bravo, Pilar, 1966-http://hdl.handle.net/10230/523912022-02-03T02:33:13Z2021-01-01T00:00:00ZThe power of beauty or the tyranny of algorithms. How do teens understand body image on instagram?
Sánchez Reina, Jesús Roberto; Theophilou, Emily; Hernández Leo, Davinia; Medina Bravo, Pilar, 1966-
2021-01-01T00:00:00Z