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Self-determination - driven Assistive Technologies
Self-determination - driven Assistive Technologies
Always concerned with serving all ages, I develop Assistive Technologies (AT) for home autonomy or school inclusion
Innovcare Project
Innovcare Project aims to define and implement a process of innovation driven by care for the benefit of the autonomy of the elderly with the following aims: securing the person's environment; ensuring their mobility; slowing down/compensating for the loss of their cognitive abilities but also preserving and strengthening social ties.
My part into this project is to assess the benefits of HomeAssist, (especially designed according to self-determination principles) for aging in place.
to go further, see the website of PPR Autonomie (funded by ANR)
ToGather project
Many psycho-educational technologies were studied to address the school-related difficulties encountered by students with autism spectrum disorder (ASD). Most of them remain individual-centered and do not consider the social environment.
To fill this gap, this project consists of an 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. After a and participative iterative design process, the subsequent prototype of the “ToGather” app is studied in field study involving 12O persons.
to go further, see the website of Flowers (funded by FIRAH and Region Aquitaine)
Curiosity - driven Educational Technologies
Curiosity - driven Educational Technologies
I develop ET for 3 domains : i) Learning mathematics (typical child or neurodiverse), ii) Learning to learn through curiosity (metacognition: self-knowledge, strategies and self-regulation of cognition to become curious) and iii) Cognitive training (at all ages)
I develop ET for 3 domains : i) Learning mathematics (typical child or neurodiverse), ii) Learning to learn through curiosity (metacognition: self-knowledge, strategies and self-regulation of cognition to become curious) and iii) Cognitive training (at all ages)
Curiosity-driven technologies for education
Our research aims to produce new understanding of the role of curiosity in education and healthy aging, through the design and the field assessment of new interactive educational technologies or health-related technologies.
Beyond academic contributions, we expect our findings to inform the broader societal challenges inherent to the School of the 21st Century, ranging from helping children (and their teachers) to develop cross-domain skills for learning such as curiosity and meta-cognition, while improving inclusivity in schools (learners with disabilities, especially cognitive neurodiversity) as well as promoting lifelong learning in older adults (successful aging), using cognitive-based research findings.
To go further see the website of CuriousTech Associate team
AI -based cognitive training
Intelligent Tutoring Systems (ITS) adapt learning to individual needs to maximize engagement and performance. The Flowers team developed ZPDES, an ITS based on the Learning Progress Hypothesis, which motivates learners by personalizing their trajectories through a machine learning algorithm. This approach was applied to Cognitive Training (CT), where a study tested an individualized program using a Multi-Object Tracking (MOT) task. We currently study the added value of this new approach in young and older adults in terms
Fundamental Research projects
Fundamental Research projects
To feed my applied approaches (AT and ET), I'm developing fundamental work on metacognition, on the one hand studying its role in the development of curiosity in children and adolescents, and on the other its role in differentiating the real from the virtual in XR.
Role of metacognition in curiosity-driven learning or memory
This three-parts project aims to explore the bidirectional connections between curiosity-based learning and metacognition during late childhood and adolescence. Additionally, late childhood and adolescence is marked by increasing needs of agency, which can boost the curiosity effects on learning because the learner is in control of the learning material We will leverage established and recently developed experimental and naturalistic paradigms from our labs to understand how metacognition affects curiosity-based learning across development. Furthermore, we will translate the lab-based findings from the proposed experiments to design pedagogical interventions that stimulate curiosity and metacognition in the classroom.
Funded by Open Research Area for the Social Sciences Eighth Call. "DevCur : How curiosity enhances learning across childhood and adolescence: The role of metacognition and agency." Applicant France: Pierre-Yves Oudeyer & H. Sauzéon (INRIA, Bordeaux, France) / Applicant Germany: Yana Fandakova (Trier University, Trier, Germany) /(Overall PI) Applicant United Kingdom: Matthias Grüber (Cardiff University, UK)
I-am -The Impact of Augmented Reality on AutobiographicalMemory: Examining Involuntary Memories and False Memories
Although the Metaverse based on virtual reality technologies quickly raised questions about its possible advantages and dangers for humans (Guitton and Roussel, 2022), augmented reality (AR) has intruded into our lives without producing such questioning. The current program proposes to initiate this questioning by evaluating the impact of AR on our autobiographical memory, i.e. the memory that characterizes the self of each of us, by investigating the personal (e.g., curiosity trait) and technical factors that are conducive or, on the contrary, protective of memory biases.
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