Revista Română de Interacțiune Om-Calculator Vol.8, Nr.4, 2015 ISSN 1843-4460 Special Issue Visual representations of educational processes Guest Editor: Philippe Dessus English version
	Cuprins Visual representations of educational processes Philippe Dessus   257 - 260 A Math Textbook Time Machine for teacher training Martin Galilée, Christian Dépret, Erica de Vries   261 - 279 Visualization of computer-supported argumentative writing processes using C‑SAW Kalliopi Benetos, Mireille Bétrancourt   281 - 302 Visualization of polyphonic voices inter-animation in CSCL chats Ştefan Trăuşan-Matu, Mihai Dascălu   303 - 320 Understanding perceptual-gestural knowledge in TEL systems with eye-tracking Ben-Manson Toussaint, Vanda Luengo, Francis Jambon   321 - 340 Rezumate Visual representations of educational processes Philippe Dessus Univ. Grenoble Alpes F-38000 Grenoble, France E-mail: Philippe.Dessus@upmf-grenoble.fr Rezumat: As an editorial to this special issue, we pinpoint some ways on how visual representations of educational processes can help analyzing these processes, and in turn lead to designing of new tools informed by interdisciplinary research. Cuvinte cheie: Visualization, Simulation, Educational, Cognitive processes, Technology-Enhanced Learning Citați acest articol astfel: Dessus, P. Visual representations of educational processes. Revista Romana de Interactiune Om-Calculator 8(4), 257-260, 2015. Textul integral   A Math Textbook Time Machine for teacher training Martin Galilée, Christian Dépret, Erica de Vries Laboratory of Educational Sciences, Univ. Grenoble Alpes 1251, avenue centrale, BP 47, F-38040 Grenoble, France E-mail: Martin.Galilee@upmf-grenoble.fr, Christian.Depret@upmf-grenoble.fr, Erica.deVries@upmf-grenoble.fr Rezumat: The complexity of mathematics textbooks’ layout has been increasing due to technical advances since the 1960s. Whereas teachers used to be the only authors of textbooks, layout and graphic designers now play a central role in the transmission of knowledge. Design choices in a layout may however confuse learners if the general, didactic, and mathematical meanings interfere. We conducted a semiotic analysis of six textbooks from the 1960s to the 2010s, and built an interactive web-based visualization tool around our observations. The MTTM tool (Math Textbook Time Machine) displays the same mathematics lesson in the design style of six different decades, and allows a user to explore them as if travelling through time. We propose possible uses of this tool in teacher education to raise awareness of the possible confusion induced by design choices. Cuvinte cheie: semiotics, math textbooks, historical awareness, design, technology-enhanced teaching Citați acest articol astfel: Galilée, M., Dépret, C., De Vries, E. A Math Textbook Time Machine for teacher training. Revista Romana de Interactiune Om-Calculator 8(4), 261-279, 2015. Textul integral   Visualization of computer-supported argumentative writing processes using C‑SAW Kalliopi Benetos, Mireille Bétrancourt TECFA, Faculty of Psychology and Educational Science - University of Geneva Bd du Pont-d'Arve 42, 1205 Geneva, Switzerland E-mail: kalliopi.benetos@unige.ch, mireille.betrancourt@unige.ch Rezumat: The development of argumentative writing skills is necessary and expected in secondary and higher education to foster critical thinking, but they are difficult to master. A computer-supported argumentative writing application, C‑SAW, was designed to support this process. In its development and testing, scripts were written to record the use of embedded scaffolding devices and textual changes made. For research purposes, a concept-mapping and visualization software (VUE) was used to manipulate and code recorded data to visualize writing process stages for each participant. Further analyses using transitional probability matrices revealed what types of aid were consulted during different stages of writing and which aids and actions were involved in effectively regulating writing processes and strategies. In addition to being useful in analyzing the usability and effectiveness of the technology-enhanced environment, this type of analysis also gave insight into individuals’ writing processes and difficulties and could be used by instructors wishing to provide feedback or adapt their instructional designs. Cuvinte cheie: writing processes, argumentation, technology-enhanced learning, process visualization Citați acest articol astfel: Benetos, K., Bétrancourt, M. Visualization of computer-supported argumentative writing processes using C‑SAW. Revista Romana de Interactiune Om-Calculator 8(4), 281-302, 2015. Textul integral   Visualization of polyphonic voices inter-animation in CSCL chats Ştefan Trăuşan-Matu1, 2, 3, Mihai Dascălu1 1Universitatea Politehnica din Bucureşti Splaiul Independenţei nr. 313, București, România E-mail: stefan.trausan@upb.ro, mihai.dascalu@upb.ro 2Institutul de Cercetări în Inteligenţa Artificială Calea 13 Septembrie nr. 13, București, România 3Academia Oamenilor de Ştiinţă din România Splaiul Independenţei nr. 54, București, România Rezumat: Instant messenger (chat) is one of the means of Computer Supported Collaborative Learning, which may foster students' inter-animation towards joint knowledge construction. However, the analysis and grading of such chats is an extremely time-consuming activity, therefore (semi-)automatic analytics tools are needed. Discourse threads in a chat may become very complex and intertwined, becoming like voices in a polyphonic musical piece. Starting from the polyphonic model, several learning analytics systems were implemented, in which voices and their inter-animation visualization have a central role. This paper tries to analyze the classes of implemented visualizations, from an interdisciplinary perspective. Cuvinte cheie: polyphony, dialogism, CSCL, chats, inter-animation, visualization Citați acest articol astfel: Trausan-Matu, S., Dascalu, M. Visualization of polyphonic voices inter-animation in CSCL chats. Revista Romana de Interactiune Om-Calculator 8(4), 303-320, 2015. Textul integral   Understanding perceptual-gestural knowledge in TEL systems with eye-tracking Ben-Manson Toussaint1, 2, Vanda Luengo3, Francis Jambon1 1Université de Grenoble Alpes Laboratoire d’Informatique de Grenoble, F-38000 Grenoble, France E-mail: sfrancis.jambon@imag.fr 2Ecole Supérieure d’Infotronique d’Haïti 29, 2e ruelle Nazon, Port-au-Prince, Haiti E-mail: benmanson.toussaint@esih.edu 3Université Pierre-et-Marie-Curie Site Jussieu. 3, rue des Fossés St Bernard, 75252 Paris, France E-mail: vanda.luengo@lip6.fr Rezumat: This paper presents our methodology to capture and model multimodal interactions in Intelligent Tutoring Systems (ITS). We are specifically interested in perceptual-gestural interactions combining perceptions, gestures and other type of actions. Traces of such interactions are multisource and heterogeneous. The challenge is to foster their representation into sequences that render their multimodal nature. In this work, we want to show how the proposed representation yields the analysis of the influence of visual perceptions on learners’ performance. Our case study is the ITS TELEOS, a simulation-based Intelligent Tutoring System dedicated to percutaneous orthopedic surgery. We also conducted an experiment on PILOTE 2, a flight simulation environment, to give a proof of concept of the genericity of our propositions. Cuvinte cheie: Intelligent Tutoring Systems, perceptual-gestural knowledge, eye-tracking, multimodal interactions Citați acest articol astfel: Toussaint, B-M., Luengo, V., Jambon, F. Understanding perceptual-gestural knowledge in TEL systems with eye-tracking. Revista Romana de Interactiune Om-Calculator 8(4), 321-340, 2015. Textul integral