Infusing Cultural Awareness into Intelligent Tutoring Systems for a Globalized World

Blanchard, Emmanuel; Ogan, Amy

doi:10.1007/978-3-642-14363-2_24

Cited by 15 publications

(6 citation statements)

References 22 publications

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“…What needs to be adapted to make them viable across cultural contexts, in both developed and developing regions? While some completed systems have been used in multiple cultural contexts [17], work on adapting these systems to new contexts has focused on translation, localization, and interface design (see [6] for review). Hence, there is a gap in the literature with respect to understanding how students use existing mature systems across contexts.…”

Section: Educational Technology In Developing Contextsmentioning

confidence: 99%

Collaboration in cognitive tutor use in latin America

Ogan

Walker

Baker

et al. 2012

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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Technology has the promise to transform educational practices worldwide. In particular, cognitive tutoring systems are an example of educational technology that has been extremely effective at improving mathematics learning over traditional classroom instruction. However, studies on the effectiveness of tutor software have been conducted mainly in the United States, Canada, and Western Europe, and little is known about how these systems might be used in other contexts with differing classroom practices and values. To understand this question, we studied the usage of mathematics tutoring software for middle school at sites in three Latin American countries: Brazil, Mexico, and Costa Rica. While cognitive tutors were designed for individual use, we found that students in these classrooms worked collaboratively, engaging in interdependently paced work and conducting work away from their own computer. In this paper we present design recommendations for how cognitive tutors might be incorporated into different classroom practices, and better adapted for student needs in these environments.

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Section: Educational Technology In Developing Contextsmentioning

confidence: 99%

Collaboration in cognitive tutor use in latin America

Ogan

Walker

Baker

et al. 2012

Proceedings of the SIGCHI Conference on Human Factors in Computing Systems

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“…Indeed, appropriately addressing cultural diversity is possibly one of the most complicated AIED topics to consider (see Blanchard and Mizoguchi 2014;Blanchard and Ogan 2010). It will require time and systematic analyses.…”

Section: Resultsmentioning

confidence: 99%

Socio-Cultural Imbalances in AIED Research: Investigations, Implications and Opportunities

Blanchard¹

2014

Int J Artif Intell Educ

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This paper investigates international representations in the Artificial Intelligence in Education (AIED) research field. Its methodological and theoretical groundings are inspired by Arnett (2008) and Henrich et al. (2010a) who addressed the same issue in psychology, and respectively a) discovered massive imbalances in representation in top-tier psychology journals, and b) clarified risks of this situation. Data on research production collected on 2 top-tiers AIED conferences indicate that relatively similar imbalances exist in AIED. Potential threats and challenges induced by that situation are discussed as well as additionally identified phenomena related to the culture of the AIED community.

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“…Research on CAT is very diverse and addresses issues such as cultural data management [5], enculturated design [6] and interaction [7], culture-based decision making for interaction [8] and intercultural education ( [9]; [10]). …”

Section: A Culturally-aware Technologymentioning

confidence: 99%

Experimental designs for cross-cultural interactions: A case study on affective body movements for HRI

Rehm

2012

2012 12th IEEE-RAS International Conference on Humanoid Robots (Humanoids 2012)

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Culture is not the first aspect that comes to mind when discussing human robot interaction. But our cultural upbringing does to a large degree influence our patterns of behavior and interpretation. Thus, culture is present in the development of robotic systems right from the start, unconsciously influencing how robots look, what we envision with them to do, and how they are programmed to interact with the user. In this paper we argue that is is beneficial to make this unconscious influence explicit and take it into account during the development (and evaluation) of humanoid robots. To this end we present a principled approach of capturing various cultural influences during the development process of humanoid robots and exemplify this approach with a case study of affective body movements.

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Infusing Cultural Awareness into Intelligent Tutoring Systems for a Globalized World

Cited by 15 publications

References 22 publications

Collaboration in cognitive tutor use in latin America

Collaboration in cognitive tutor use in latin America

Socio-Cultural Imbalances in AIED Research: Investigations, Implications and Opportunities

Experimental designs for cross-cultural interactions: A case study on affective body movements for HRI

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