0000000000536306
AUTHOR
A. Pipitone
showing 6 related works from this author
Intelligent Agents supporting user interactions within self regulated learning processes
2010
The paper focuses on the main advantages in the defnition and utilization of an open and modular e-learning software platform to support highly cognitive tasks performed by the main actors of the learning process. We present in detail the integration inside the platform of two intelligent agents devoted to talking with the student and to retrieving new information sources on the Web. The process is triggered as a reply to the system’s perception that the student feels discontented with the presented contents. The architecture is detailed, and some conclusions about the growth of the platform’s overall performance are expressed.
Association of kidney disease measures with risk of renal function worsening in patients with type 1 diabetes
2018
Background Albuminuria has been classically considered a marker of kidney damage progression in diabetic patients and it is routinely assessed to monitor kidney function. However, the role of a mild GFR reduction on the development of stage ≥3 CKD has been less explored in type 1 diabetes mellitus (T1DM) patients. Aim of the present study was to evaluate the prognostic role of kidney disease measures, namely albuminuria and reduced GFR, on the development of stage ≥3 CKD in a large cohort of patients affected by T1DM. Methods A total of 4284 patients affected by T1DM followed-up at 76 diabetes centers participating to the Italian Association of Clinical Diabetologists (Associazione Medici D…
Acquisition of New Knowledge In TutorJ
2009
This paper presents a methodology to acquire new knowledge in TutorJ using external information sources. TutorJ is an ITS whose architecture is inspired to the HIPM cognitive model, while meta-cognition principles have been used to design the knowledge acquisition process. The system behavior is intended to increase its own knowledge as a consequence of the interaction with users. The implemented methodology uses external links and services to capture new knowledge from contents related to discussion topics and transforms these contents into structured knowledge that is stored inside an ontology. The purpose of the proposed methodology is to lower the effort of system scaffolding creation a…
A framework to induce self-regulation through a metacognitive tutor
2010
A new architectural framework for a metacognitive tutoring system is presented that is aimed to stimulate self regulatory behavior in the learner. The new framework extends the cognitive architecture of TutorJ that has been already proposed by some of the authors. TutorJ relies mainly on dialogic interaction with the user, and makes use of a statistical dialogue planner implemented through a Partially Observable Markov Decision Process (POMDP). A suitable two-level structure has been designed for the statistical reasoner to cope with measuring and stimulating metacognitive skills in the user. Suitable actions have been designed to this purpose starting from the analysis of the main question…
Inner speech for a self-conscious robot
2018
The experience self-conscious thinking in the verbose form of inner speech is a common one. Such a covert dialogue accompanies the introspection of mental life and fulfills important roles in our cognition, such as self-regulation, self-restructuring, and re-focusing on attentional resources. Although the functional underpinning and the phenomenology of inner speech are largely investigated in psychological and philosophical fields, robotic research generally does not address such a form of self-conscious behavior. Existing models of inner speech inspire computational tools to provide the robot with a form of self-consciousness. Here, the most widespread psychological models of inner speech…
Automatic concept maps generation in support of educational processes
2014
A VLE is a system where three main actors can be devised: the teacher in the role of instructional designer, the tutor, and the stu- dent. Instructional designers need easy interaction for specifying the course domain structure to the system, and for controlling how well the learning materials agree to such a structure. Tutors need tools for having a holistic perception of the evolution of single students and/or groups in the VLE during the learning process. Finally, students need self regulation in terms of controlling their learning rate, reflect on their learning strategies, and comparing with other people in the class. In this work we claim that sharing an implicit representation of the…