AHCI RESEARCH GROUP
Publications
Papers published in international journals,
proceedings of conferences, workshops and books.
OUR RESEARCH
Scientific Publications
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You can expand the Abstract, Links and BibTex record for each paper.
2024
Sikström, P.; Valentini, C.; Sivunen, A.; Kärkkäinen, T.
Pedagogical agents communicating and scaffolding students' learning: High school teachers' and students' perspectives Journal Article
In: Computers and Education, vol. 222, 2024, ISSN: 03601315 (ISSN).
Abstract | Links | BibTeX | Tags: Adversarial machine learning, Agents communication, Augmented Reality, Contrastive Learning, Federated learning, Human communications, Human-Machine Communication, Human-to-human communication script, Human–machine communication, Human–machine communication (HMC), pedagogical agent, Pedagogical agents, Scaffolds, Scaffolds (biology), Secondary education, Student learning, Students, Teachers', Teaching, User-centered design, User-centred, Virtual environments
@article{sikstrom_pedagogical_2024,
title = {Pedagogical agents communicating and scaffolding students' learning: High school teachers' and students' perspectives},
author = {P. Sikström and C. Valentini and A. Sivunen and T. Kärkkäinen},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85202198552&doi=10.1016%2fj.compedu.2024.105140&partnerID=40&md5=dfb4a7b6c1f6352c5cc6faac213e938f},
doi = {10.1016/j.compedu.2024.105140},
issn = {03601315 (ISSN)},
year = {2024},
date = {2024-01-01},
journal = {Computers and Education},
volume = {222},
abstract = {Pedagogical agents (PAs) communicate verbally and non-verbally with students in digital and virtual reality/augmented reality learning environments. PAs have been shown to be beneficial for learning, and generative artificial intelligence, such as large language models, can improve PAs' communication abilities significantly. K-12 education is underrepresented in learning technology research and teachers' and students' insights have not been considered when developing PA communication. The current study addresses this research gap by conducting and analyzing semi-structured, in-depth interviews with eleven high school teachers and sixteen high school students about their expectations for PAs' communication capabilities. The interviewees identified relational and task-related communication capabilities that a PA should perform to communicate effectively with students and scaffold their learning. PA communication that is simultaneously affirmative and relational can induce immediacy, foster the relationship and engagement with a PA, and support students' learning management. Additionally, the teachers and students described the activities and technological aspects that should be considered when designing conversational PAs. The study showed that teachers and students applied human-to-human communication scripts when outlining their desired PA communication characteristics. The study offers novel insights and recommendations to researchers and developers on the communicational, pedagogical, and technological aspects that must be considered when designing communicative PAs that scaffold students’ learning, and discusses the contributions on human–machine communication in education. © 2024 The Authors},
keywords = {Adversarial machine learning, Agents communication, Augmented Reality, Contrastive Learning, Federated learning, Human communications, Human-Machine Communication, Human-to-human communication script, Human–machine communication, Human–machine communication (HMC), pedagogical agent, Pedagogical agents, Scaffolds, Scaffolds (biology), Secondary education, Student learning, Students, Teachers', Teaching, User-centered design, User-centred, Virtual environments},
pubstate = {published},
tppubtype = {article}
}
Pedagogical agents (PAs) communicate verbally and non-verbally with students in digital and virtual reality/augmented reality learning environments. PAs have been shown to be beneficial for learning, and generative artificial intelligence, such as large language models, can improve PAs' communication abilities significantly. K-12 education is underrepresented in learning technology research and teachers' and students' insights have not been considered when developing PA communication. The current study addresses this research gap by conducting and analyzing semi-structured, in-depth interviews with eleven high school teachers and sixteen high school students about their expectations for PAs' communication capabilities. The interviewees identified relational and task-related communication capabilities that a PA should perform to communicate effectively with students and scaffold their learning. PA communication that is simultaneously affirmative and relational can induce immediacy, foster the relationship and engagement with a PA, and support students' learning management. Additionally, the teachers and students described the activities and technological aspects that should be considered when designing conversational PAs. The study showed that teachers and students applied human-to-human communication scripts when outlining their desired PA communication characteristics. The study offers novel insights and recommendations to researchers and developers on the communicational, pedagogical, and technological aspects that must be considered when designing communicative PAs that scaffold students’ learning, and discusses the contributions on human–machine communication in education. © 2024 The Authors
2023
Vacca, Rosa Anna; Augello, Agnese; Gallo, Luigi; Caggianese, Giuseppe; Malizia, Velia; Grutta, Stefania La; Murero, Monica; Valenti, Daniela; Tullo, Apollonia; Balech, Bachir; Marzano, Flaviana; Ghezzo, Alessandro; Tancredi, Giancarlo; Turchetta, Attilio; Riccio, Maria Pia; Bravaccio, Carmela; Scala, Iris
In: Neuroscience & Biobehavioral Reviews, vol. 149, pp. 105156, 2023, ISSN: 0149-7634.
Abstract | Links | BibTeX | Tags: Attention-Deficit Hyperactivity Disorder, Autism spectrum disorder, Behavioral symptomatology, Digital therapeutics, Down syndrome, Fragile X syndrome, Human-Machine Communication, Neurodevelopmental disorders, Serious games
@article{vaccaSeriousGamesNew2023a,
title = {Serious Games in the New Era of Digital-Health Interventions: A Narrative Review of Their Therapeutic Applications to Manage Neurobehavior in Neurodevelopmental Disorders},
author = { Rosa Anna Vacca and Agnese Augello and Luigi Gallo and Giuseppe Caggianese and Velia Malizia and Stefania La Grutta and Monica Murero and Daniela Valenti and Apollonia Tullo and Bachir Balech and Flaviana Marzano and Alessandro Ghezzo and Giancarlo Tancredi and Attilio Turchetta and Maria Pia Riccio and Carmela Bravaccio and Iris Scala},
doi = {10.1016/j.neubiorev.2023.105156},
issn = {0149-7634},
year = {2023},
date = {2023-06-01},
urldate = {2023-04-14},
journal = {Neuroscience & Biobehavioral Reviews},
volume = {149},
pages = {105156},
abstract = {Children and adolescents with neurodevelopmental disorders generally show adaptive, cognitive and motor skills impairments associated with behavioral problems, i.e., alterations in attention, anxiety and stress regulation, emotional and social relationships, which strongly limit their quality of life. This narrative review aims at providing a critical overview of the current knowledge in the field of serious games (SGs), known as digital instructional interactive videogames, applied to neurodevelopmental disorders. Indeed, a growing number of studies is drawing attention to SGs as innovative and promising interventions in managing neurobehavioral and cognitive disturbs in children with neurodevelopmental disorders. Accordingly, we provide a literature overview of the current evidence regarding the actions and the effects of SGs. In addition, we describe neurobehavioral alterations occurring in some specific neurodevelopmental disorders for which a possible therapeutic use of SGs has been suggested. Finally, we discuss findings obtained in clinical trials using SGs as digital therapeutics in neurodevelopment disorders and suggest new directions and hypotheses for future studies to bridge the gaps between clinical research and clinical practice.},
keywords = {Attention-Deficit Hyperactivity Disorder, Autism spectrum disorder, Behavioral symptomatology, Digital therapeutics, Down syndrome, Fragile X syndrome, Human-Machine Communication, Neurodevelopmental disorders, Serious games},
pubstate = {published},
tppubtype = {article}
}
Children and adolescents with neurodevelopmental disorders generally show adaptive, cognitive and motor skills impairments associated with behavioral problems, i.e., alterations in attention, anxiety and stress regulation, emotional and social relationships, which strongly limit their quality of life. This narrative review aims at providing a critical overview of the current knowledge in the field of serious games (SGs), known as digital instructional interactive videogames, applied to neurodevelopmental disorders. Indeed, a growing number of studies is drawing attention to SGs as innovative and promising interventions in managing neurobehavioral and cognitive disturbs in children with neurodevelopmental disorders. Accordingly, we provide a literature overview of the current evidence regarding the actions and the effects of SGs. In addition, we describe neurobehavioral alterations occurring in some specific neurodevelopmental disorders for which a possible therapeutic use of SGs has been suggested. Finally, we discuss findings obtained in clinical trials using SGs as digital therapeutics in neurodevelopment disorders and suggest new directions and hypotheses for future studies to bridge the gaps between clinical research and clinical practice.
Vacca, Rosa Anna; Augello, Agnese; Gallo, Luigi; Caggianese, Giuseppe; Malizia, Velia; Grutta, Stefania La; Murero, Monica; Valenti, Daniela; Tullo, Apollonia; Balech, Bachir; Marzano, Flaviana; Ghezzo, Alessandro; Tancredi, Giancarlo; Turchetta, Attilio; Riccio, Maria Pia; Bravaccio, Carmela; Scala, Iris
In: Neuroscience & Biobehavioral Reviews, vol. 149, pp. 105156, 2023, ISSN: 0149-7634.
Abstract | Links | BibTeX | Tags: Attention-Deficit Hyperactivity Disorder, Autism spectrum disorder, Behavioral symptomatology, Cognitive disorders, Digital therapeutics, Down syndrome, Fragile X syndrome, Human-Machine Communication, Neurodevelopmental disorders, Serious game, Serious games
@article{vacca_serious_2023,
title = {Serious Games in the new era of digital-health interventions: A narrative review of their therapeutic applications to manage neurobehavior in neurodevelopmental disorders},
author = {Rosa Anna Vacca and Agnese Augello and Luigi Gallo and Giuseppe Caggianese and Velia Malizia and Stefania La Grutta and Monica Murero and Daniela Valenti and Apollonia Tullo and Bachir Balech and Flaviana Marzano and Alessandro Ghezzo and Giancarlo Tancredi and Attilio Turchetta and Maria Pia Riccio and Carmela Bravaccio and Iris Scala},
url = {https://www.sciencedirect.com/science/article/pii/S0149763423001252},
doi = {10.1016/j.neubiorev.2023.105156},
issn = {0149-7634},
year = {2023},
date = {2023-06-01},
urldate = {2023-04-14},
journal = {Neuroscience & Biobehavioral Reviews},
volume = {149},
pages = {105156},
abstract = {Children and adolescents with neurodevelopmental disorders generally show adaptive, cognitive and motor skills impairments associated with behavioral problems, i.e., alterations in attention, anxiety and stress regulation, emotional and social relationships, which strongly limit their quality of life. This narrative review aims at providing a critical overview of the current knowledge in the field of serious games (SGs), known as digital instructional interactive videogames, applied to neurodevelopmental disorders. Indeed, a growing number of studies is drawing attention to SGs as innovative and promising interventions in managing neurobehavioral and cognitive disturbs in children with neurodevelopmental disorders. Accordingly, we provide a literature overview of the current evidence regarding the actions and the effects of SGs. In addition, we describe neurobehavioral alterations occurring in some specific neurodevelopmental disorders for which a possible therapeutic use of SGs has been suggested. Finally, we discuss findings obtained in clinical trials using SGs as digital therapeutics in neurodevelopment disorders and suggest new directions and hypotheses for future studies to bridge the gaps between clinical research and clinical practice.},
keywords = {Attention-Deficit Hyperactivity Disorder, Autism spectrum disorder, Behavioral symptomatology, Cognitive disorders, Digital therapeutics, Down syndrome, Fragile X syndrome, Human-Machine Communication, Neurodevelopmental disorders, Serious game, Serious games},
pubstate = {published},
tppubtype = {article}
}
Children and adolescents with neurodevelopmental disorders generally show adaptive, cognitive and motor skills impairments associated with behavioral problems, i.e., alterations in attention, anxiety and stress regulation, emotional and social relationships, which strongly limit their quality of life. This narrative review aims at providing a critical overview of the current knowledge in the field of serious games (SGs), known as digital instructional interactive videogames, applied to neurodevelopmental disorders. Indeed, a growing number of studies is drawing attention to SGs as innovative and promising interventions in managing neurobehavioral and cognitive disturbs in children with neurodevelopmental disorders. Accordingly, we provide a literature overview of the current evidence regarding the actions and the effects of SGs. In addition, we describe neurobehavioral alterations occurring in some specific neurodevelopmental disorders for which a possible therapeutic use of SGs has been suggested. Finally, we discuss findings obtained in clinical trials using SGs as digital therapeutics in neurodevelopment disorders and suggest new directions and hypotheses for future studies to bridge the gaps between clinical research and clinical practice.