A Personal Intelligent Coach for Smart Embodied Learning Environments

Abstract

Within a Smart Learning Environment (SLE) learners are involved in a new learning process tailored to create a continuum of education by extending the current educational formal settings to real-life informal learning context. The goal of this paper is to describe the Cognitive Architecture (CA) of a Personal Intelligent Coach able to manage learning tasks and interactions within a complex Smart Learning Environment (SLE). PICo has two possible embodiments: humanoid robot, and an avatar on mobile device. We argue that the proposed intelligent coach can adapt to the contents, to the students needs and can evolve its strategies according the learning process.

Affordances and Core Functions of Smart Learning Environments: A Systematic Literature Review

“…Likewise, SLEs might collect multiple samples along the learning activity to trace stakeholders' actions and reactions. Technology plays a key [19]- [22], [25]- [32], [38], [40], [41], [45]- [47], [49], [51], [53], [54], [56]- [60], [62]- [76] Traceable (tracking and monitoring features) 21 (30.88%) role in SLEs collecting contextual information, which could refer to [85]: (i) identification of the stakeholder (e.g., through face recognition, person identification) or an object (e.g., RFID); (ii) timestamp when learning activities are performed, to record the time where the learning activity is performed;…”

“…[67] Conversational agents 4 (5.88%) [40], [45], [64] 20% of the selected publications. LMSs are commonly used in e-learning environments.…”

“…Through this analysis, it was found that the objective of the SLEs depends on the supported space. In the physical space, most proposals attempt to enhance the facilities provided by the educational institution in classrooms [24], [29], [30], [33], [35], [41], [43], [45], [57], [63], [65], [66] and laboratories [30], [31], [34], [35], [48], [52], [68], [82]. In these cases, the major interest of the authors is to exploit the integration of technologies in these kinds of environments to provide new types of resources or ways of interaction.…”

“…In these cases, the major interest of the authors is to exploit the integration of technologies in these kinds of environments to provide new types of resources or ways of interaction. In the context of physical classrooms, Augello et al [45] presented the architecture of PICo (Personal Intelligent Coach), an intelligent agent in the form of a storyteller robot that creates personalized learning paths according to the student's needs. Other authors attempted to adapt the classroom to promote convenient conditions for learning.…”