Adding Epiphytic Assistance Systems in Learning Applications Using the SEPIA System

Ginon, Blandine; Thai, Le Vinh; Jean-Daubias, Stéphanie; Lefèvre, Marie; Champin, Pierre-Antoine

doi:10.1007/978-3-319-11200-8_11

Cited by 7 publications

(8 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Patina does dynamically generate an overlay summarizing user actions. SEPIA (Ginon et al 2014) uses accessibility hooks to observe application usage for instructional purposes. This system has been applied to a wide range of applications, including both tool-based help and domain tutoring, and has made impressive progress towards providing semantic interpretations of user actions that can be used to provide assistance.…”

Section: Impactmentioning

confidence: 99%

Plug-in Tutor Agents: Still Pluggin’

Ritter¹

2015

Int J Artif Intell Educ

View full text Add to dashboard Cite

An Architecture for Plug-in Tutor Agents (Ritter and Koedinger 1996) proposed a software architecture designed around the idea that tutors could be built as plug-ins for existing software applications. Looking back on the paper now, we can see that certain assumptions about the future of software architecture did not come to be, making the particular approach described in the paper infeasible. However, the pedagogical approach assumed by the architecture remains relevant today, and the basics of the architecture are applicable in purpose-built instructional systems.

show abstract

Section: Impactmentioning

confidence: 99%

Plug-in Tutor Agents: Still Pluggin’

Ritter¹

2015

Int J Artif Intell Educ

View full text Add to dashboard Cite

show abstract

“…of a teacher wanting to adapt a simple activity). At a conceptual and architectural level our system resembles SEPIA (Ginon et al, 2014). SEPIA is designed so that automated support can be added in the form of an epiphytic application that is external to the learning environment.…”

Section: Related Workmentioning

confidence: 99%

Feedback Authoring for Exploratory Activities: The Case of a Logo-Based 3D Microworld

Karkalas¹,

Mavrikis²,

Xenos

et al. 2017

Communications in Computer and Information Science

View full text Add to dashboard Cite

This paper presents AuthELO an authoring environment that can be used for the configuration of logging and authoring of automated feedback for exploratory learning objects (ELOs). ELOs are web components (widgets) that can be integrated with learning platforms to synthesise highly interactive learning environments. AuthELO has been developed in the context of the MCSquared project that is developing a platform for authoring interactive educational e-books. This platform comprises an extendable set of diverse widgets that can be used to generate instances of exploratory activities that can be employed in various learning scenarios. AuthELO was designed and developed to provide a simple, common and efficient authoring interface that can normalise the diversity of these widgets and give the ability to non-experts to easily develop or customise the feedback that is provided to students using a data-driven approach. In this paper we describe the architecture and design characteristics of AuthELO and a small-scale evaluation with activities in a logo-based 3D microworld called Malt+. We reflect on both the challenges of the authoring process and the pedagogical potential of the feedback when these activities are used by students.

show abstract

“…The assistance system we used, SEPIA [8] [9], can monitor an application and "trace" all user interactions with this application, e.g. clicking on a button or opening a menu, without any need to access or modify the application source code.…”

Section: Study Setupmentioning

confidence: 99%

Towards the Right Assistance at the Right Time for Using Complex Interfaces

Ginon

Stumpf

Jean-Daubias

2016

Proceedings of the International Working Conference on Advanced Visual Interfaces

Self Cite

View full text Add to dashboard Cite

Many users struggle when they have to use complex interfaces to complete everyday computing tasks. Offering intelligent, proactive assistance is becoming commonplace yet determining the right time to provide help is still difficult. We conducted an empirical study that aimed to uncover what user factors influenced following advice. Our results describe a user's background and expectations that appear to play a role in heeding assistance. Our work is a step towards understanding how to provide the right assistance at the right time and build proactive assistance systems that are personalized for individual users.

show abstract

Adding Epiphytic Assistance Systems in Learning Applications Using the SEPIA System

Cited by 7 publications

References 7 publications

Plug-in Tutor Agents: Still Pluggin’

Plug-in Tutor Agents: Still Pluggin’

Feedback Authoring for Exploratory Activities: The Case of a Logo-Based 3D Microworld

Towards the Right Assistance at the Right Time for Using Complex Interfaces

Contact Info

Product

Resources

About