This paper presents findings from a thinking-aloud protocol exploring mental models in 28 elementary school math teachers during their initial attempt at composing and testing trigger-action rules for a smart tangible educational device. In the study, two sets of event-driven primitives were implemented in an End-User Development platform for guiding teachers with no programming experience in defining new functions of the device: "concrete", based on actual actions performed on the device, and "abstract", based on general definitions of events/actions. With a thematic analysis, we identified three different metaphors that drive participants’ interaction with the device. We discuss how the metaphors influenced performance and how the order of exposition to the two primitive sets impacted their grasping of the trigger-action logic. Our findings suggest the importance of guiding teachers in assuming effective metaphors for performing End-User Development tasks, to empower them to adopt an active role toward digital devices in education.

Personalized learning methods have revolutionized education by allowing tailored teaching approaches to meet individual students’ needs. This approach, supported by educational technologies, aims to engage learners with diverse expertise levels by adapting content and methods accordingly. This demo introduces an End-User Development system that empowers teachers to create and define interactive behaviors of educational tools using Trigger-Action Programming (TAP). The system facilitates the creation of "vocabularies" specific to each learning subject and translates them into verbal primitives for trigger-action rule definition. These rules are then used in the customization of interfaces. This demo presents examples using a tangible device and a web-based educational game aimed to enrich education activities in elementary schools. Future directions include studying teachers’ appropriation of the use of TAP to customize learning material as well as adaptation in new domains and with different devices.

Joint narratives are often used in the context of reconciliation interventions for people in social conflict situations, which arise, for example, due to ethnic or religious differences. The interventions aim to encourage a change in attitudes of the participants towards each other. Typically, a human mediator is fundamental for achieving a successful intervention. In this work, we present an automated approach to support remote interactions between pairs of participants as they contribute to a shared story in their own language. A key component is an automated cognitive tutor that guides the participants through a controlled escalation/de-escalation process during the development of a joint narrative. We performed a controlled study comparing a trained human mediator to the automated mediator. The results demonstrate that an automated mediator, although simple at this stage, effectively supports interactions and helps to achieve positive outcomes comparable to those attained by the trained human mediator.

Drawing on concepts from theories on persuasion, social psychology, and philosophy of language, this article presents the design of an ambient persuasive system that acts as an automatic facilitator by supporting a balanced flow of communication in group conversational activity. The system includes two main components: (a) a context-awareness system that monitors group member non-verbal behavior, and (b) a visualization component that promotes balanced participation, providing targeted directives to participants through peripheral displays. In two empirical studies, a strategy for influencing participant social dynamics based on subtle directives in the form of aesthetically pleasant visual animations was assessed. The findings provide insight on the effect, the acceptability, and the perceived influence of subtle peripheral persuasive messages for ambient displays. The studies indicate that when the participants understand the message intention, the subtle directives have a positive influence on group behavior, and are considered more appealing and less intrusive than overt, language-based messages. Furthermore, it was found that personality traits influenced attitudes towards the system.

In this paper, we present a system that acts as an automatic facilitator by supporting the flow of communication in a group conversation activity. The system monitors the group members' non-verbal behavior and promotes balanced participation, giving targeted directives to the participants through peripheral displays. We describe an initial study to compare two ways of influencing participantsfi social dynamics: overt directives, explicit recommendations of social actions displayed in the form of text; or subtle directives, where the same recommendations are provided in an implicit manner. Our study indicates that, when the participants understand how the implicit messages work, the subtle facilitation is regarded as more useful than the overt one and it is considered to more positively influence the group behavior.

This paper describes a multimodal approach to detect viewers' engagement through psycho-physiological affective signals. We investigate the individual contributions of the different modalities, and report experimental results obtained using several fusion strategies, in both per-clip and per-subject cross-validation settings. A sequence of clips from a short movie was showed to 15 participants, from whom we collected per-clip engagement self-assessments. Cues of the users' affective states were collected by means of (i) galvanic skin response (GSR), (ii) automatic facial tracking, and (iii) electroencephalogram(EEG) signals. The main findings of this study can be summarized as follows: (i) each individual modality significantly encodes the level of engagement of the viewers in response to movie clips, (ii) the GSR and EEG signals provide comparable contributions, and (iii) the best performance is obtained when the three modalities are used together.

This paper targets the automatic detection of individual performances in group tasks by means of short sequences, "thin slices", of nonverbal behavior. We designed our task as a classification one. We also investigated the relevance of social context in our task and the effectiveness of our feature selection.

This paper targets the automatic detection of personality traits in a meeting environment by means of audio and visual features; information about the relational context is captured by means of acoustic features designed to that purpose. Two personality traits are considered: Extraversion (from the Big Five) and the Locus of Control. The classification task is applied to thin slices of behaviour, in the form of 1-minute sequences. SVM were used to test the performances of several training and testing instance setups, including a restricted set of audio features obtained through feature selection. The outcomes improve considerably over existing results, provide evidence about the feasibility of the multimodal analysis of personality, the role of social context, and pave the way to further studies addressing different features setups and/or targeting different personality traits.

In this paper, an influence model is used to recognize functional roles played during meetings. Previous works on the same corpus demonstrated a high recognition accuracy using SVMs with RBF kernels. In this paper, we discuss the problems of that approach, mainly over-fitting, the curse of dimensionality and the inability to generalize to different group configurations. We present results obtained with an influence modeling method that avoid these problems and ensures both greater robustness and generalization capability.

In this paper, we describe the first prototype of a system called StoryTable, aimed at supporting a group of children in the activity of storytelling. The system is based on a special multi-user touchable device (the MERL DiamondTouch) and it was designed with the purpose of enforcing collaboration between children. The paper discusses how the main design choices were influenced by the paradigm of cooperative learning and presents two observational studies to assess the effects of the different design choices on the storytelling activity.