Cognitive Support Embedded in Self-Regulated E-Learning Systems for Students with Special Learning Needs

Autor/inn/en	Chatzara, K.; Karagiannidis, C.; Stamatis, D.
Titel	Cognitive Support Embedded in Self-Regulated E-Learning Systems for Students with Special Learning Needs
Quelle	In: Education and Information Technologies, 21 (2016) 2, S.283-299 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-014-9320-1
Schlagwörter	Electronic Learning; Computer Mediated Communication; Higher Education; Learning Problems; Information Technology; Special Education; Educational Environment; Special Needs Students; Cognitive Processes; Computer Software; Man Machine Systems; Independent Study; Attention Deficit Disorders + Suchen Sie Ihr Suchwort? Computerkonferenz; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lernproblem; Informationstechnologie; Special needs education; Sonderpädagogik; Sonderschulwesen; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sonderpädagogischer Förderbedarf; Cognitive process; Kognitiver Prozess; Mensch-Maschine-System; Selbststudium; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung
Abstract	This paper presents an anthropocentric approach in human-machine interaction in the area of self-regulated e-learning. In an attempt to enhance communication mediated through computers for pedagogical use we propose the incorporation of an intelligent emotional agent that is represented by a synthetic character with multimedia capabilities, modelled to imitate human behaviour. The agent is aiming to provide cognitive support to users with learning difficulties and attention disorders and is designed to accommodate self regulated learning elements. We review the basic principles of self regulated learning which, in turn, act as a basis for designing and implementing our system. Kolb's learning cycle is used to provide a framework upon which agents' pedagogical behaviour is constructed. A study between 24 students from higher education with learning difficulties and attention disorders is presented. The learning particularities of this special group that contradict with the principles of self regulated learning are reported. The study refers to students in higher education, in the domain of information technology. The analysis of results indicates that emotional agents improve communication between users of the particular learning group and learning environments by providing cognitive support through behavioural communication, compared to agents with neutral behaviour. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01