7th International Workshop on Culturally-Aware Tutoring Systems (CATS2024)

July 8 - RECIFE - BRAZIL

PRESENTATION

Research has shown that culture has an impact on educational practices (Hofstede,1986; Melis et al., 2011) as well as on many learning-related domains such as cognition, motivation, and emotions (Henrich, Heine, and Norenzayan, 2010; Mesquita, 2022, Nisbett & Norenzayan, 2002; Rustmanovna & Vladimirovna, 2020), which naturally attracted the attention of the AIED community.

Although the most influential intelligent educational technologies have been created by and for the Developed World (see Blanchard and Ogan; 2010; Blanchard, 2015; Nye, 2015), an increasing number of these systems are designed with different contexts in mind (e.g., Karumbaiah, Ocumpaugh, and Baker, 2022; Melis et al., 2011), and more and more intercultural evaluations are reported (see Ogan et al., 2015; Rodrigo, Baker and Rossi, 2013). Recent publications also discuss large-scale efforts to use AI to reach students in under-resourced, and marginalized contexts with the hope of improving life outcomes of their inhabitants (e.g., Isotani, Bittencourt, & Walker, 2023; McReynolds et al., 2020).

Therefore, the 2024 edition of the CATS workshop will engage interested researchers in a conversation on how to take culture and context into account in the design and operations of educational systems, and will discuss issues such as:

What features of culture are important to consider in the design process of AIED systems?
Can educational technologies designed and developed in a specific cultural context transfer to other parts of the World and remain effective?
How to embed culturally-adaptive mechanisms into intelligent educational technologies?

Overall, CATS2024 is designed as a hybrid event to help participants (especially newcomers) develop a richer, and more nuanced understanding of the challenges and opportunities of taking culture into account in AIED.

REFERENCES

Blanchard, E.G.: Socio-Cultural Imbalances in AIED Research: Investigations, Implications and Opportunities. International Journal of Artificial Intelligence in Education. 25, 204–228 (2015).

Blanchard, E., Ogan, A.: Infusing Cultural Awareness into Intelligent Tutoring Systems for a Globalized World. In R. Nkambou, R. Mizoguchi, & J. Bourdeau (Eds.), Advances in Intelligent Tutoring Systems, pp. 485–505 (2010).

Henrich, J., Heine, S., Norenzayan, A.: Most people are not WEIRD. Nature. 466, 29 (2010).

Hofstede, G.: Cultural differences in teaching and learning. International Journal of Intercultural Relations. 10, 301–320 (1986).

Isotani, S., Bittencourt, I.I., Walker, E.: Artificial intelligence and Educational Policy: bridging research and practice. In: Proc. of AIED2023, pp. 63–68 (2023).

Karumbaiah, S., Ocumpaugh, J., Baker, R.S.: Context matters: Differing implications of motivation and help-seeking in educational technology. International Journal of Artificial Intelligence in Education. 32(3), 685-724 (2022).

McReynolds, A. A., Naderzad, S. P., Goswami, M., Mostow, J.: Toward Learning at Scale in Developing Countries: Lessons from the Global Learning XPRIZE Field Study. In: Proc. of LAKS2020, pp 175-183 (2020).

Melis, E., Goguadze, G., Libbrecht, P., Ullrich, C.: Culturally aware mathematics education technology. Handbook of Research on Culturally-Aware Information Technology: Perspectives and Models. pp. 543–557 (2011)

Mesquita, B.: Between Us: How Cultures create Emotions. W. W. Norton & Company (2022)

Nisbett, R. E., Norenzayan, A.: Culture and cognition. In: H. Pashler, D. Medin (eds.) Steven's handbook of experimental psychology: Memory and cognitive processes, 3rd ed., 561–597 (2002)

Nye, B. D.: Intelligent Tutoring Systems by and for the Developing World: A review of trends and approaches for educational technology in a global context. International Journal of Artificial Intelligence in Education. 25, 177–203 (2015).

Ogan, A., Yarzebinski, E., Fernández, P., Casas, I.: Cognitive tutor use in Chile: Understanding classroom and lab culture. In: Lecture Notes in Computer Science. pp. 318–327 (2015).

Ogan, A., Johnson, W. L. Preface for the special issue on culturally aware educational technologies. International Journal of Artificial Intelligence in Education. 25, 173-176 (2015)

Rodrigo, M.M.T., Baker, R.S.J.D., Rossi, L.: Student off-task behaviour in computer-based learning in the Philippines: Comparison to Prior Research in the U.S.A. Teacher College Record 115(10):1-27 (2013)

Rustamovna, S.N., Vladimirovna, E.A., Lynch, M.F.: Basic needs in other cultures: Using qualitative methods to study key issues in Self-Determination theory research. Psychology. Journal of the Higher School of Economics. 17, 134–144 (2020).