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256 results on '"Sauzéon, Hélène"'

1. Interactive environments for training children's curiosity through the practice of metacognitive skills: a pilot study

Author

Abdelghani, Rania, Law, Edith, Desvaux, Chloé, Oudeyer, Pierre-Yves, and Sauzéon, Hélène

Subjects
Computer Science - Computers and Society
Abstract

Curiosity-driven learning has shown significant positive effects on students' learning experiences and outcomes. But despite this importance, reports show that children lack this skill, especially in formal educational settings. To address this challenge, we propose an 8-session workshop that aims to enhance children's curiosity through training a set of specific metacognitive skills we hypothesize are involved in its process. Our workshop contains animated videos presenting declarative knowledge about curiosity and the said metacognitive skills as well as practice sessions to apply these skills during a reading-comprehension task, using a web platform designed for this study (e.g. expressing uncertainty, formulating questions, etc). We conduct a pilot study with 15 primary school students, aged between 8 and 10. Our first results show a positive impact on children's metacognitive efficiency and their ability to express their curiosity through question-asking behaviors.

Published
2024
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2. Improved Performances and Motivation in Intelligent Tutoring Systems: Combining Machine Learning and Learner Choice

Author

Clément, Benjamin, Sauzéon, Hélène, Roy, Didier, and Oudeyer, Pierre-Yves

Subjects
Computer Science - Computers and Society, Computer Science - Artificial Intelligence, Computer Science - Machine Learning, I.2.1, I.2.6
Abstract

Large class sizes pose challenges to personalized learning in schools, which educational technologies, especially intelligent tutoring systems (ITS), aim to address. In this context, the ZPDES algorithm, based on the Learning Progress Hypothesis (LPH) and multi-armed bandit machine learning techniques, sequences exercises that maximize learning progress (LP). This algorithm was previously shown in field studies to boost learning performances for a wider diversity of students compared to a hand-designed curriculum. However, its motivational impact was not assessed. Also, ZPDES did not allow students to express choices. This limitation in agency is at odds with the LPH theory concerned with modeling curiosity-driven learning. We here study how the introduction of such choice possibilities impact both learning efficiency and motivation. The given choice concerns dimensions that are orthogonal to exercise difficulty, acting as a playful feature. In an extensive field study (265 7-8 years old children, RCT design), we compare systems based either on ZPDES or a hand-designed curriculum, both with and without self-choice. We first show that ZPDES improves learning performance and produces a positive and motivating learning experience. We then show that the addition of choice triggers intrinsic motivation and reinforces the learning effectiveness of the LP-based personalization. In doing so, it strengthens the links between intrinsic motivation and performance progress during the serious game. Conversely, deleterious effects of the playful feature are observed for hand-designed linear paths. Thus, the intrinsic motivation elicited by a playful feature is beneficial only if the curriculum personalization is effective for the learner. Such a result deserves great attention due to increased use of playful features in non adaptive educational technologies., Comment: 29 pages, 37 figures

Published
2024

3. Generative AI in the Classroom: Can Students Remain Active Learners?

Author

Abdelghani, Rania, Sauzéon, Hélène, and Oudeyer, Pierre-Yves

Subjects
Computer Science - Computers and Society
Abstract

Generative Artificial Intelligence (GAI) can be seen as a double-edged weapon in education. Indeed, it may provide personalized, interactive and empowering pedagogical sequences that could favor students' intrinsic motivation, active engagement and help them have more control over their learning. But at the same time, other GAI properties such as the lack of uncertainty signalling even in cases of failure (particularly with Large Language Models (LLMs)) could lead to opposite effects, e.g. over-estimation of one's own competencies, passiveness, loss of curious and critical-thinking sense, etc. These negative effects are due in particular to the lack of a pedagogical stance in these models' behaviors. Indeed, as opposed to standard pedagogical activities, GAI systems are often designed to answers users' inquiries easily and conveniently, without asking them to make an effort, and without focusing on their learning process and/or outcomes. This article starts by outlining some of these opportunities and challenges surrounding the use of GAI in education, with a focus on the effects on students' active learning strategies and related metacognitive skills. Then, we present a framework for introducing pedagogical transparency in GAI-based educational applications. This framework presents 1) training methods to include pedagogical principles in the models, 2) methods to ensure controlled and pedagogically-relevant interactions when designing activities with GAI and 3) educational methods enabling students to acquire the relevant skills to properly benefit from the use of GAI in their learning activities (meta-cognitive skills, GAI litteracy).

Published
2023

5. Selecting Better Samples from Pre-trained LLMs: A Case Study on Question Generation

Author

Yuan, Xingdi, Wang, Tong, Wang, Yen-Hsiang, Fine, Emery, Abdelghani, Rania, Lucas, Pauline, Sauzéon, Hélène, and Oudeyer, Pierre-Yves

Subjects
Computer Science - Computation and Language
Abstract

Large Language Models (LLMs) have in recent years demonstrated impressive prowess in natural language generation. A common practice to improve generation diversity is to sample multiple outputs from the model. However, there lacks a simple and robust way of selecting the best output from these stochastic samples. As a case study framed in the context of question generation, we propose two prompt-based approaches to selecting high-quality questions from a set of LLM-generated candidates. Our method works under the constraints of 1) a black-box (non-modifiable) question generation model and 2) lack of access to human-annotated references -- both of which are realistic limitations for real-world deployment of LLMs. With automatic as well as human evaluations, we empirically demonstrate that our approach can effectively select questions of higher qualities than greedy generation.

Published
2022

6. Conversational agents for fostering curiosity-driven learning in children

Author

Abdelghani, Rania, Oudeyer, Pierre-Yves, Law, Edith, de Vulpillières, Catherine, and Sauzéon, Hélène

Subjects
Computer Science - Human-Computer Interaction
Abstract

Curiosity is an important factor that favors independent and individualized learning in children. Research suggests that it is also a competence that can be fostered by training specific metacognitive skills and information-searching behaviors. In this light, we develop a conversational agent that helps children generate curiosity-driven questions, and encourages their use to lead autonomous explorations and gain new knowledge. The study was conducted with 51 primary school students who interacted with either a neutral agent or an incentive agent that helped curiosity-driven questioning by offering specific semantic cues. Results showed a significant increase in the number and the quality of the questions generated with the incentive agent. This interaction also resulted in longer explorations and stronger learning progress. Together, our results suggest that the more our agent is able to train children's curiosity-related metacognitive skills, the better they can maintain their information-searching behaviors and the more new knowledge they are likely to acquire.

Published
2022
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7. Language-biased image classification: evaluation based on semantic representations

Author

Lemesle, Yoann, Sawayama, Masataka, Valle-Perez, Guillermo, Adolphe, Maxime, Sauzéon, Hélène, and Oudeyer, Pierre-Yves

Subjects
Computer Science - Computer Vision and Pattern Recognition, Computer Science - Computation and Language, Computer Science - Machine Learning
Abstract

Humans show language-biased image recognition for a word-embedded image, known as picture-word interference. Such interference depends on hierarchical semantic categories and reflects that human language processing highly interacts with visual processing. Similar to humans, recent artificial models jointly trained on texts and images, e.g., OpenAI CLIP, show language-biased image classification. Exploring whether the bias leads to interference similar to those observed in humans can contribute to understanding how much the model acquires hierarchical semantic representations from joint learning of language and vision. The present study introduces methodological tools from the cognitive science literature to assess the biases of artificial models. Specifically, we introduce a benchmark task to test whether words superimposed on images can distort the image classification across different category levels and, if it can, whether the perturbation is due to the shared semantic representation between language and vision. Our dataset is a set of word-embedded images and consists of a mixture of natural image datasets and hierarchical word labels with superordinate/basic category levels. Using this benchmark test, we evaluate the CLIP model. We show that presenting words distorts the image classification by the model across different category levels, but the effect does not depend on the semantic relationship between images and embedded words. This suggests that the semantic word representation in the CLIP visual processing is not shared with the image representation, although the word representation strongly dominates for word-embedded images., Comment: Accepted at ICLR 2022

Published
2022

10. Pedagogical Agents for Fostering Question-Asking Skills in Children

Author

Alaimi, Mehdi, Law, Edith, Pantasdo, Kevin Daniel, Oudeyer, Pierre-Yves, and Sauzeon, Helene

Subjects
Computer Science - Human-Computer Interaction, Computer Science - Computers and Society, K.3.0, K.3.1, K.4.2, J.0, J.4
Abstract

Question asking is an important tool for constructing academic knowledge, and a self-reinforcing driver of curiosity. However, research has found that question asking is infrequent in the classroom and children's questions are often superficial, lacking deep reasoning. In this work, we developed a pedagogical agent that encourages children to ask divergent-thinking questions, a more complex form of questions that is associated with curiosity. We conducted a study with 95 fifth grade students, who interacted with an agent that encourages either convergent-thinking or divergent-thinking questions. Results showed that both interventions increased the number of divergent-thinking questions and the fluency of question asking, while they did not significantly alter children's perception of curiosity despite their high intrinsic motivation scores. In addition, children's curiosity trait has a mediating effect on question asking under the divergent-thinking agent, suggesting that question-asking interventions must be personalized to each student based on their tendency to be curious., Comment: Accepted at CHI 2020

Published
2020
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11. Fostering Parents-Professional Collaboration for Facilitating the School Inclusion of Students with ASD: Design of the 'ToGather' Web-Based Prototype

Author

Mazon, Cécile, Etchegoyhen, Kattalin, Saint-Supery, Isabeau, Amestoy, Anouck, Bouvard, Manuel, Consel, Charles, and Sauzéon, Hélène

Abstract

In recent years, many psycho-educational technologies were studied to address the school-related difficulties encountered by students with autism spectrum disorder (ASD). However, most of them remain individual-centered and do not consider the social environment. To fill this gap, this study reports on the user-centered design of a web-based support tool, which aims to support communication and coordination between parents, school staff and health professionals of middle and high school students with ASD, in the context of elaborating, implementing, and following an Individualized Education Plan. The study followed a two-step design process: (1) a need analysis for identifying information domains deemed important by the stakeholders; (2) through a participative iterative design process, a panel of professionals and parents provided ideas and feedbacks on the design, which was integrated in subsequent prototype versions of the "ToGather" app.

Published
2022
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12. Motoric engagement, but not decision-making, during encoding influences route memory.

Author

Sivashankar, Yadurshana, He, Philip, Sauzéon, Hélène, and Fernandes, Myra. A.

Subjects
AIDS to navigation, VIRTUAL reality, VISUAL aids, DECISION making, MEMORY
Abstract

Navigation aids limit the need for decision-making, possibly hindering memory for routes traveled. We manipulated type of navigation at encoding, within virtual-reality. In the Active condition participants self-initiated decision-making about routes, to find a target, and in the Guided condition followed a pre-defined path overlaid onto virtual streets. In both, they had volitional control using hand-held controllers, allowing head and body rotation in a swivel chair. In the Passive condition they viewed a pre-defined route, with no control of movement. At retrieval, participants were asked to reproduce their exact route from the initial starting point. Route memory was better following Active and Guided encoding than Passive. A visual navigation aid does not impair route memory if volitional movement is maintained. [ABSTRACT FROM AUTHOR]

Published
2024
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18. HomeAssist: An Assisted Living Platform for Aging in Place Based on an Interdisciplinary Approach

Author

Consel, Charles, Dupuy, Lucile, Sauzéon, Hélène, Kacprzyk, Janusz, Series editor, Pal, Nikhil R., Advisory editor, Bello Perez, Rafael, Advisory editor, Corchado, Emilio S., Advisory editor, Hagras, Hani, Advisory editor, Kóczy, László T., Advisory editor, Kreinovich, Vladik, Advisory editor, Lin, Chin-Teng, Advisory editor, Lu, Jie, Advisory editor, Melin, Patricia, Advisory editor, Nedjah, Nadia, Advisory editor, Nguyen, Ngoc Thanh, Advisory editor, Wang, Jun, Advisory editor, Duffy, Vincent, editor, and Lightner, Nancy, editor

Published
2018
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19. Towards Truly Accessible MOOCs for Persons with Cognitive Disabilities: Design and Field Assessment

Author

Cinquin, Pierre-Antoine, Guitton, Pascal, Sauzéon, Hélène, Hutchison, David, Editorial Board Member, Kanade, Takeo, Editorial Board Member, Kittler, Josef, Editorial Board Member, Kleinberg, Jon M., Editorial Board Member, Mattern, Friedemann, Editorial Board Member, Mitchell, John C., Editorial Board Member, Naor, Moni, Editorial Board Member, Pandu Rangan, C., Editorial Board Member, Terzopoulos, Demetri, Editorial Board Member, Tygar, Doug, Editorial Board Member, Weikum, Gerhard, Series Editor, Goos, Gerhard, Founding Editor, Hartmanis, Juris, Founding Editor, Bertino, Elisa, Editorial Board Member, Gao, Wen, Editorial Board Member, Steffen, Bernhard, Editorial Board Member, Yung, Moti, Editorial Board Member, Woeginger, Gerhard, Editorial Board Member, Miesenberger, Klaus, editor, and Kouroupetroglou, Georgios, editor

Published
2018
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22. Cross-cultural evaluation of a web application to support communication and collaboration among stakeholders of the school inclusion of children with ASD

Author

Saint-Supery, Isabeau, Sauzéon, Hélène, Maillart, Christelle, Neu, Nicolas, Meyer, Eric, Mazon, Cécile, Flowing Epigenetic Robots and Systems (Flowers), Inria Bordeaux - Sud-Ouest, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria), Bordeaux population health (BPH), Université de Bordeaux (UB)-Institut de Santé Publique, d'Épidémiologie et de Développement (ISPED)-Institut National de la Santé et de la Recherche Médicale (INSERM), Unité de Logopédie Clinique [Liège], Université de Liège, Firah/CCAH/Klésia - Appel à projets Actifs Aidants 2019-2020, Région Nouvelle Aquitaine - ESR-2021, and AAATE

Subjects
[SCCO]Cognitive science, inclusive education, évaluation inter-culturelle, coéducation, conception participative, trouble du spectre de l'autisme, cross-cultural assessment, coeducation, autism spectrum disorder, participatory design, éducation inclusive, collaboration
Abstract

International audience; The schooling of children with autism spectrum disorder is a challenge that relies on all stakeholders (families, schools, and medical-social professionals). In many countries, the Individualized Education Plan (IEP) is a monitoring tool of the schooling process, implemented by the aforementioned stakeholders, but they face several barriers to the co-education process. The CoEd web app was designed using participatory methods in France, with interactive services for the children's follow-up and the three-way collaboration. CoEd applicability was assessed in Belgian cultural context (Walloon territory), as they experiences similar issues.The results showed comparable results between the two countries. The Belgian audience appreciated CoEd and would be ready to use it in real conditions, as is currently the case in France. Thus, this participatory design work developed a tool that meets the needs expressed by the French participants and those of stakeholders beyond French borders.; La scolarisation des enfants atteints de troubles du spectre autistique est un défi qui repose sur l'ensemble des acteurs (familles, écoles et professionnels médico-sociaux). Dans de nombreux pays, le plan d'éducation individualisé (PEI) est un outil de suivi du processus de scolarisation, mis en œuvre par les parties prenantes susmentionnées, mais celles-ci se heurtent à plusieurs obstacles dans le processus de coéducation. L'application web CoEd a été conçue en utilisant des méthodes participatives en France, avec des services interactifs pour le suivi des enfants et la collaboration tripartite. L'applicabilité de CoEd a été évaluée dans le contexte culturel belge (territoire wallon), étant donné que les deux pays connaissent des problèmes similaires. Le public belge a apprécié CoEd et serait prêt à l'utiliser dans des conditions réelles, comme c'est actuellement le cas en France. Ainsi, ce travail de conception participative a permis de développer un outil qui répond aux besoins exprimés par les participants français et à ceux des acteurs au-delà des frontières françaises.Traduit avec www.DeepL.com/Translator (version gratuite)

Published
2023

24. A review of technologies to collaborate and co-educate students with special educational needs and support their schooling

Author

Meyer, Eric, Saint-Supery, Isabeau, Sauzéon, Hélène, Mazon, Cécile, Flowing Epigenetic Robots and Systems (Flowers), Inria Bordeaux - Sud-Ouest, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria), Bordeaux population health (BPH), Université de Bordeaux (UB)-Institut de Santé Publique, d'Épidémiologie et de Développement (ISPED)-Institut National de la Santé et de la Recherche Médicale (INSERM), Financement FIRAH, and MITI CNRS

Subjects
[SCCO]Cognitive science
Abstract

International audience

Published
2023

25. Toward truly accessible MOOCs for persons with cognitive impairments: a field study.

Author

Cinquin, Pierre-Antoine, Guitton, Pascal, and Sauzéon, Hélène

Subjects
FALSE discovery rate, COGNITION disorders, DISCRIMINATION against people with mental illness, COMPUTERS in education, INTERNET forums, VISUAL analytics
Abstract

However, this is not the case when comparing NOD completers and NOD dropouts (Graph HT U=25866,Z=-0.579,p=0.563,Cohen'sd=0.0411 ht ). Moreover, a significant main effect of Time (Graph HT F1,275=3.95,p=0.549, 2=.002 ht ), revealed that the overall SUS score was slightly better at the end of the MOOC (Usability mid-term = 76, Usability end-term = 78.2) for both groups. However, this correlation is rather low (Graph HT b=-.149 ht ). [Extracted from the article]

Published
2023
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27. Assessing the Impact of Automatic vs. Controlled Rotations on Spatial Transfer with a Joystick and a Walking Interface in VR

Author

Larrue, Florian, Sauzéon, Hélène, Foloppe, Déborah, Wallet, Grégory, Cazalets, Jean-René, Gross, Christian, Hachet, Martin, N’Kaoua, Bernard, Hutchison, David, editor, Kanade, Takeo, editor, Kittler, Josef, editor, Kleinberg, Jon M., editor, Mattern, Friedemann, editor, Mitchell, John C., editor, Naor, Moni, editor, Nierstrasz, Oscar, editor, Pandu Rangan, C., editor, Steffen, Bernhard, editor, Sudan, Madhu, editor, Terzopoulos, Demetri, editor, Tygar, Doug, editor, Vardi, Moshe Y., editor, Weikum, Gerhard, editor, Kotzé, Paula, editor, Marsden, Gary, editor, Lindgaard, Gitte, editor, Wesson, Janet, editor, and Winckler, Marco, editor

Published
2013
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30. GPT-3-driven pedagogical agents for training children's curious question-asking skills

Author

Abdelghani, Rania, Wang, Yen-Hsiang, Yuan, Xingdi, Wang, Tong, Lucas, Pauline, Sauzéon, Hélène, Oudeyer, Pierre-Yves, EvidenceB, Flowing Epigenetic Robots and Systems (Flowers), Inria Bordeaux - Sud-Ouest, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria), National Chung Hsing University (NCHU), and Microsoft Research

Subjects
FOS: Computer and information sciences, Computer Science - Computation and Language, children, GPT-3, Computer Science - Human-Computer Interaction, Prompt-learning, [SCCO.COMP]Cognitive science/Computer science, Computation and Language (cs.CL), curios- ity, conversational agents, question-asking, Human-Computer Interaction (cs.HC)
Abstract

In order to train children's ability to ask curiosity-driven questions, previous research has explored designing specific exercises relying on providing semantic and linguistic cues to help formulate such questions. But despite showing pedagogical efficiency, this method is still limited as it relies on generating the said cues by hand, which can be a very costly process. In this context, we propose to leverage advances in the natural language processing field (NLP) and investigate the efficiency of using a large language model (LLM) for automating the production of the pedagogical content of a curious question-asking (QA) training. We study generating the said content using the "prompt-based" method that consists of explaining the task to the LLM in natural text. We evaluate the output using human experts annotations and comparisons with hand-generated content. Results suggested indeed the relevance and usefulness of this content. We also conduct a field study in primary school (75 children aged 9-10), where we evaluate children's QA performance when having this training. We compare 3 types of content : 1) hand-generated content that proposes "closed" cues leading to predefined questions; 2) GPT-3-generated content that proposes the same type of cues; 3) GPT-3-generated content that proposes "open" cues leading to several possible questions. We see a similar QA performance between the two "closed" trainings (showing the scalability of the approach using GPT-3), and a better one for participants with the "open" training. These results suggest the efficiency of using LLMs to support children in generating more curious questions, using a natural language prompting approach that affords usability by teachers and other users not specialists of AI techniques. Furthermore, results also show that open-ended content may be more suitable for training curious question-asking skills.

Published
2022

31. Active and Visually-Guided Navigation Benefit Route Memory

Author

Sivashankar, Yadurshana, Sauzéon, Hélène, Fernandes, Myra A., University of Waterloo [Waterloo], Flowing Epigenetic Robots and Systems (Flowers), Inria Bordeaux - Sud-Ouest, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria), Bordeaux population health (BPH), and Université de Bordeaux (UB)-Institut de Santé Publique, d'Épidémiologie et de Développement (ISPED)-Institut National de la Santé et de la Recherche Médicale (INSERM)

Subjects
[SCCO.PSYC]Cognitive science/Psychology
Abstract

International audience

Published
2022

35. Conception d'une application de soutien à la coéducation pour l'inclusion scolaire des élèves avec des Troubles du Spectre de l'Autisme (TSA)

Author

Saint-Supery, Isabeau, Mazon, Cécile, Meyer, Eric, Sauzéon, Hélène, Bordeaux population health (BPH), Université de Bordeaux (UB)-Institut de Santé Publique, d'Épidémiologie et de Développement (ISPED)-Institut National de la Santé et de la Recherche Médicale (INSERM), Flowing Epigenetic Robots and Systems (Flowers), Inria Bordeaux - Sud-Ouest, and Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria)

Subjects
[SCCO]Cognitive science, [SHS]Humanities and Social Sciences
Abstract

National audience

Published
2022

37. Conception centrée-utilisateur de l'application web TousEnsemble : un outil de soutien à la collaboration famille-professionnels et interprofessionnelle pour la scolarisation des collégiens avec TSA

Author

Saint-Supery, Isabeau, Etchegoyhen, Kattalin, Amestoy, Annouck, Bouvard, Manuel, Consel, Charles, Sauzéon, Hélène, Mazon, Cécile, Bordeaux population health (BPH), Université de Bordeaux (UB)-Institut de Santé Publique, d'Épidémiologie et de Développement (ISPED)-Institut National de la Santé et de la Recherche Médicale (INSERM), Flowing Epigenetic Robots and Systems (Flowers), Inria Bordeaux - Sud-Ouest, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria), Centre Ressources Autisme et Troubles du Développement (CRA), Centre hospitalier Charles Perrens [Bordeaux], Ecole Nationale Supérieure d'Electronique, Informatique et Radiocommunications de Bordeaux (ENSEIRB), and École Nationale Supérieure d'Électronique, Informatique et Radiocommunications de Bordeaux (ENSEIRB)

Subjects
[SCCO]Cognitive science
Abstract

International audience

Published
2022

38. Évaluation de l'expérience utilisateur d'un site web interactif de soutien à la collaboration famille - professionnels et interprofessionnelle pour la scolarisation des collégiens avec TSA

Author

Meyer, Eric, Saint-Supery, Isabeau, Rahouadj, Miliana, Simonpietri, Caroline, Sauzéon, Hélène, Mazon, Cécile, Flowing Epigenetic Robots and Systems (Flowers), Inria Bordeaux - Sud-Ouest, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria), Bordeaux population health (BPH), and Université de Bordeaux (UB)-Institut de Santé Publique, d'Épidémiologie et de Développement (ISPED)-Institut National de la Santé et de la Recherche Médicale (INSERM)

Subjects
[SCCO]Cognitive science
Abstract

International audience

Published
2022

39. Evaluation of a smart home platform for adults with Down syndrome.

Author

Landuran, Audrey, Sauzéon, Hélène, Consel, Charles, and N'Kaoua, Bernard

Abstract

People with Down syndrome (DS) encounter difficulties in their daily lives. In recent years, smart homes have provided some answers to the problem of residential autonomy. In fact, smart homes can provide support for complex routines and activities, while adjusting to the person's behaviors and needs and offering maximum control of the environment. In this context, the objectives of this study were to assess (i) the usability of the smart home platform as well as (ii) the impact of the use (for 6 months) of this platform by adults with DS on many dimensions such as residential autonomy, projection into the future, the development of a life plan, self-determination, quality of life, self-esteem, anxiety, and psychological well-being. The first objective of a preliminary study was to verify that the support platform we use is suitable and can be used effectively by people with DS. For the preliminary study, the evaluations show effective, satisfactory and efficient use of all applications. Regarding the objective of our study, the evaluations show positive impacts on many dimensions such as living skills, self-determination, quality of life, self-esteem, anxiety and certain components of life psychological well-being. [ABSTRACT FROM AUTHOR]

Published
2023
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44. Assistances numériques domiciliaires pour les personnes âgées fragiles : Etudes de conception et d’évaluation pilote d’une technologie ambiante d’assistance domiciliaire basée sur l’orchestration d’objets connectés

Author

Sauzéon, Hélène, Dupuy, Lucile, Flowing Epigenetic Robots and Systems (Flowers), Inria Bordeaux - Sud-Ouest, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria), Bordeaux population health (BPH), Université de Bordeaux (UB)-Institut de Santé Publique, d'Épidémiologie et de Développement (ISPED)-Institut National de la Santé et de la Recherche Médicale (INSERM), Philippe Allain, Ghislaine Aubin, Fréderic Banville & Sylvie Willems, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria)-Unité d'Informatique et d'Ingénierie des Systèmes (U2IS), École Nationale Supérieure de Techniques Avancées (ENSTA Paris)-École Nationale Supérieure de Techniques Avancées (ENSTA Paris), Sauzeon, Hélène, and Philippe Allain, Ghislaine Aubin, Fréderic Banville & Sylvie Willems

Subjects
Ergonomie, [SCCO.PSYC] Cognitive science/Psychology, [SCCO.PSYC]Cognitive science/Psychology, Fragilité, Technologie ambiante d'assistance domiciliaire, Vieillissement, Fonctionnement quotidien
Abstract

International audience; Les Technologies d’Assistance numériques (TAn), visant à soutenir l’autonomie et la participation sociale des personnes âgées, sont un domaine en pleine expansion, comme en témoignent l’offre commerciale et les recherches actuelles. En effet, les avancées technologiques observées permettent d’envisager cette voie comme prometteuse et porteuse de progrès médico-social pour les personnes concernées. Pour dépasser les limites de l’approche techno-centrée, générant des produits souvent inadaptés aux besoins des futurs utilisateurs âgés et clamant des allégations de santé non justifiées scientifiquement, une approche intégrée est présentée alliant les modèles ergonomiques de conception centrée-utilisateur et les méthodes expérimentales de validation clinique, avec une emphase donnée aux mécanismes de motivation intrinsèque liés à l’auto-détermination. Pour illustration, est exposée une série de travaux portant sur une plateforme d’objets connectés pour l’assistance domiciliaire de personnes âgées fragiles, appelée DomAssist. Ces travaux ont été menés depuis la conception jusqu’au déploiement de la plateforme sur le terrain, avec des validations scientifiques amont (ergonomie et motivation suscitée) et aval (étude pilote des gains cliniques auprès des personnes âgées fragiles et/ou leurs aidants). Au final, des résultats prometteurs sont obtenus : la solution DomAssist chez la personne âgée fragile génère une bonne expérience utilisateur, améliore le sentiment d’auto-détermination, retarde les dégradations fonctionnelles, et enfin réduit le fardeau des aidants dans l’aide qu’ils apportent pour le fonctionnement quotidien de la personne âgée.

Published
2022

45. TousEnsemble, un site internet interactif pour les parties prenantes de l'inclusion scolaire de jeunes avec TSA : une conception itérative incluant des tests utilisateurs

Author

Saint-Supery, Isabeau, Sauzéon, Hélène, Meyer, Eric, Mazon, Cécile, Bordeaux population health (BPH), Université de Bordeaux (UB)-Institut de Santé Publique, d'Épidémiologie et de Développement (ISPED)-Institut National de la Santé et de la Recherche Médicale (INSERM), Flowing Epigenetic Robots and Systems (Flowers), Inria Bordeaux - Sud-Ouest, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria), International Foundation for Applied Research on Disability, national Coordinating Committee on Disability Action, Nouvelle-Aquitaine Region, France [convention n° AAPR2021-2020-11922210], and French national PhD program into the EDSP2 - doctoral school of University of Bordeaux, Talence, France

Subjects
[SCCO]Cognitive science, Human-computer interface, Special needs education, Secondary education, Media in education
Abstract

School inclusion of children with Autism Spectrum Disorder (ASD) represents a challenge forall parties involved (family, school and out-of-school actors such as medico-socialprofessionals). To the best of our knowledge, existing tools focus either on the pupil, or therelationships between two parties, always including parents. Considering a systemic approachand knowing that collaboration among stakeholders of school inclusion allows the latter tosucceed, we decided to create a tool to enhance and facilitate communication and informationsharing among them. For a better usability and to ensure satisfaction of the need expressed bythose stakeholders, we used participatory design to create the web-based app ToGather. Weused (fictitious) realistic cases to create scenarios that contain tasks to do on the webapplication, adapted to each participant role (parent, teacher and external actors). We usedobjective (interaction annotations, website navigation inspection) and subjective(questionnaires) measures to assess the design of ToGather, with regards to usability, userexperience, cognitive load and elicited self-determination. Results indicated that ToGather wasvery usable, with an excellent user experience, and a relatively low cognitive demand. Somedesign mistakes have been identified and corrected for the enhanced final release.

Published
2022

46. Utilisation des technologies mobiles auprès des enfants avec TSA

Author

Mazon, Cécile, Sauzéon, Hélène, Handicap Activité Cognition Santé [Bordeaux] (HACS), Université de Bordeaux (UB)-Institut National de Recherche en Informatique et en Automatique (Inria)-CHU Bordeaux [Bordeaux]-Institut National de la Santé et de la Recherche Médicale (INSERM), Flowing Epigenetic Robots and Systems (Flowers), Inria Bordeaux - Sud-Ouest, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria), Patrick Bourdon, Mazon, Cécile, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria)-Unité d'Informatique et d'Ingénierie des Systèmes (U2IS), École Nationale Supérieure de Techniques Avancées (ENSTA Paris)-École Nationale Supérieure de Techniques Avancées (ENSTA Paris), and Thierry Karsenti

Subjects
[SCCO]Cognitive science, Assistance, [SCCO.PSYC] Cognitive science/Psychology, [SCCO.PSYC]Cognitive science/Psychology, [SCCO] Cognitive science, Technologies mobiles, TSA, ComputingMilieux_MISCELLANEOUS, Interventions, Education
Abstract

International audience; Les technologies numériques sont de plus en plus plébiscitées pour proposer des interventions psycho-éducatives aux enfants avec trouble du spectre autistique (TSA), et sont aujourd’hui con-sidérées comme des supports d’interventions prometteurs. Une brève synthèse de la littérature sur ce type d’interventions permet de constater la prédominance des interventions en remédia-tion clinique et cognitive, en lien avec les principaux symptômes du TSA. D’autres domaines de besoins comme l’assistance en vie réelle et les apprentissages scolaires sont en revanche bien moins investis et pourraient compléter efficacement l’offre de soutien et d’accompagnement pour les individus avec TSA. En lien avec ces constats, ce chapitre propose de discuter des ap-ports spécifiques des technologies mobiles, mais aussi d’examiner l’état des recherches dans ce domaine. Ce chapitre dresse enfin plusieurs pistes de recherche, en lien avec la conception et l’évaluation d’interventions numériques pour les enfants avec TSA.

Published
2022

47. L'inclusion scolaire des élèves avec TSA : Prospection et analyse documentaire pour co-concevoir et valider des outils numériques favorables à l'inclusion scolaire en milieu ordinaire des élèves avec TSA

Author

Meyer, Eric, Saint-Supery, Isabeau, Sauzéon, Hélène, Mazon, Cécile, Flowing Epigenetic Robots and Systems (Flowers), Inria Bordeaux - Sud-Ouest, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria), Bordeaux population health (BPH), and Université de Bordeaux (UB)-Institut de Santé Publique, d'Épidémiologie et de Développement (ISPED)-Institut National de la Santé et de la Recherche Médicale (INSERM)

Subjects
[SCCO]Cognitive science, aidants, [SHS.EDU]Humanities and Social Sciences/Education, [SCCO.PSYC]Cognitive science/Psychology, inclusion scolaire, méthodes participatives, [SCCO.COMP]Cognitive science/Computer science, technologies numériques, TSA, approches environnementales, collaboration, [SHS]Humanities and Social Sciences
Abstract

International audience

Published
2022

48. Fostering parents-professional collaboration for facilitating the school inclusion of students with ASD: Design of the 'ToGather' web-based prototype

Author

Mazon, Cécile, Etchegoyhen, Kattalin, Saint-Supery, Isabeau, Amestoy, Anouck, Bouvard, Manuel, Consel, Charles, Sauzéon, Hélène, Handicap Activité Cognition Santé [Bordeaux] (HACS), Université de Bordeaux (UB)-Institut National de Recherche en Informatique et en Automatique (Inria)-CHU Bordeaux [Bordeaux]-Institut National de la Santé et de la Recherche Médicale (INSERM), Flowing Epigenetic Robots and Systems (Flowers), Inria Bordeaux - Sud-Ouest, Institut National de Recherche en Informatique et en Automatique (Inria)-Institut National de Recherche en Informatique et en Automatique (Inria), Centre Ressources Autisme et Troubles du Développement (CRA), Centre hospitalier Charles Perrens [Bordeaux], Institut Polytechnique de Bordeaux (Bordeaux INP), and Mazon, Cécile

Subjects
[SCCO]Cognitive science, User-centered design, [SHS.EDU]Humanities and Social Sciences/Education, [SCCO.PSYC]Cognitive science/Psychology, [SCCO.PSYC] Cognitive science/Psychology, [SHS.EDU] Humanities and Social Sciences/Education, [INFO.INFO-HC]Computer Science [cs]/Human-Computer Interaction [cs.HC], [SCCO] Cognitive science, School inclusion, Autism spectrum disorder, Ecosystemic approach, [INFO.INFO-HC] Computer Science [cs]/Human-Computer Interaction [cs.HC], Parent-professional relationships
Abstract

In recent years, many psycho-educational technologies were studied to address the school-related difficulties encountered by students with autism spectrum disorder (ASD). However, most of them remain individual-centered and do not consider the social environment. To fill this gap, this study reports on the user-centered design of a web-based support tool, which aims to support communication and coordination between parents, school staff, and health professionals of middle and high school students with ASD, in the context of elaborating, implementing, and following an Individualized Education Plan (IEP). The study followed a two-step design process: 1) a need analysis for identifying information domains deemed important by the stakeholders; 2) through a participative iterative design process, a panel of professionals and parents provided ideas and feedback on the design, which was integrated into subsequent prototype versions of the "ToGather" app., Ces dernières années, de nombreuses technologies psycho-éducatives ont été étudiées pour répondre aux difficultés scolaires rencontrées par les élèves avec trouble du spectre autistique (TSA). Cependant, la plupart d'entre elles restent centrées sur l'individu et ne prennent pas en compte l'environnement social. Pour combler cette lacune, cette étude porte sur la conception centrée-utilisateur d'un outil en ligne, qui vise à soutenir la communication et la coordination entre les parents, le personnel scolaire et les professionnels médico-sociaux des élèves de collège et de lycée atteints de TSA, dans le contexte de l'élaboration, de la mise en œuvre et du suivi d'un projet personnalisé de scolarisation (PPS). L'étude a suivi un processus de conception en deux étapes : 1) une analyse des besoins pour identifier les domaines d'information jugés importants par les parties prenantes ; 2) par le biais d'un processus de conception participatif et itératif, un panel de professionnels et de parents a fourni des idées et des commentaires sur la conception, qui ont été intégrés dans les versions prototypes ultérieures de l'application "ToGather".

Published
2021
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