Browsing by Author "Chettaoui, Neila"

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Exploring the Impact of Interaction Modality on Students’ Learning Performance
(SAGE Publications Inc., 2021) Chettaoui, Neila; Atia, Ayman; Bouhle, Med Salim
Embodied learning pedagogy highlights the interconnections between the brain, body, and the concrete environment. As a teaching method, it provides means of engaging the physical body in multimodal learning experiences to develop the students’ cognitive process. Based on this perspective, several research studies intro- duced different interaction modalities to support the implementation of an embod- ied learning environment. One such case is the use of tangible user interfaces and motion-based technologies. This paper evaluates the impacts of motion-based, tan- gible-based, and multimodal interaction merging between tangible interfaces and motion-based technology on improving students’ learning performance. A controlled study was performed at a primary school with 36 participants (aged 7 to 9), to evaluate the educational potential of embodied interaction modalities compared to tablet-based learning. The results highlighted a significant difference in the learning gains between all groups, as determined by one-way ANOVA [F (3,32) ¼ 6.32, p ¼.017], in favor of the multimodal learning interface. Findings revealed that a multimodal learning interface supporting richer embodied interaction that took advantage of affording the power of body movements and manipulation of physical objects might improve students’ understanding of abstract concepts in edu- cational contexts.
A futuristic design vision of tangible user interfaces on enhancing Montessori
(Taylor and Francis Ltd., 10/10/2021) Ali, Sara Ahmed Sayed; Chettaoui, Neila; Atia, Ayman; Bouhlel, Med. Salim; Abdel Mohaiman, Dalia Mohamed
Montessori considers as an effective method that is commonly used in nurseries to improve the mental performance and develop the cognitive skills toward children. Tangible user interfaces (TUI) is an effective tool that allows interaction with physical objects in a way that makes this interaction augmented through embedded computation. This paper proposed a new concept of Montessori, which is Interactive Technological Montessori (ITM) using TUI. It aims to measure the impact of using TUI on enhancing the effectiveness of Montessori and make a new futuristic design vision for Montessori activities to motivate children positively. The findings of this paper revealed that Merging TUI with ITM has a great potential to increase the efficiency of Montessori. In addition to considering the appropriate design principles and Multi aging group work help children to be motivated positively to interact with the Montessori activities.
Student Performance Prediction with Eye-Gaze Data in Embodied Educational Context
(Kluwer Academic Publishers, 2022-07-07) Chettaoui, Neila; Atia, Ayman ; Bouhle, Med Salim
Recent advances in sensor technology, including eye-gaze tracking, have introduced the opportunity to incorporate gaze into student modelling within an embodied learning context. The produced multimodal data is used to uncover cognitive, be- havioural, and afective processes during the embodied learning activity. However, the use of eye-tracking data presenting visual attention to understand students’ be- haviours and learning performance during engagement with tangible learning activ- ity is rather unexplored. Therefore, this paper explores the integration of eye-gaze features to predict students’ learning performance during an embodied activity. We present an in-situ study where 110 primary school students (aged 8–9 years), solved a tangible learning activity for learning human body anatomy. During the experi- ment, students’ learning experience was monitored by collecting their eye-tracking data, learning profles, academic performances, and time to complete the activity. We applied predictive modelling to identify the synergies between eye-gaze features and students’ learning performance. The obtained results suggest that combining eye-gaze tracking with learning traces and behaviour attributes may support an accurate prediction of students’ learning performance. This research sheds light on the opportunities ofered in the intersection of eye-gaze tracking with learning traces, and its possible contribution to investigating students’ behaviour within an embodied learning context.