Emotions and interactive tangible tools for math achievement in primary schools.

Introduction: Acquiring mathematical concepts is crucial for students' academic achievements, future prospects and overall well-being. This study explores the role of emotions in a symbolic number comparison task and the impact of the use of a tangible tool.

Methods: Fifty-nine healthy children aged 6 to 7 years participated in a between-subject study with two conditions for the modality, digital tools vs the use of pen and paper, and two conditions for emotions, positive vs neutral.

A Human-AI interaction paradigm and its application to rhinocytology.

This article explores Human-Centered Artificial Intelligence (HCAI) in medical cytology, with a focus on enhancing the interaction with AI. It presents a Human-AI interaction paradigm that emphasizes explainability and user control of AI systems. It is an iterative negotiation process based on three interaction strategies aimed to (i) elaborate the system outcomes through iterative steps (Iterative Exploration), (ii) explain the AI system's behavior or decisions (Clarification), and (iii) allow non-expert users to trigger simple retraining of the AI model (Reconfiguration).

Using Multitouch Collaboration Technology to Enhance Social Interaction of Children with High-Functioning Autism.

Aims: Children with high-functioning Autism Spectrum Disorder (HFASD) have major difficulties in social communication skills, which may impact their performance and participation in everyday life. The goal of this study was to examine whether the StoryTable, an intervention paradigm based on a collaborative narrative, multitouch tabletop interface, enhanced social interaction for children with HFASD, and to determine whether the acquired abilities were transferred to behaviors during other tasks.

Methods: Fourteen boys with HFASD, aged 7-12 years, participated in a 3-week, 11-session intervention.

Increasing social engagement in children with high-functioning autism spectrum disorder using collaborative technologies in the school environment.

This study examined the effectiveness of a school-based, collaborative technology intervention combined with cognitive behavioral therapy to teach the concepts of social collaboration and social conversation to children with high-functioning autism spectrum disorders (n = 22) as well as to enhance their actual social engagement behaviors (collaboration and social conversation) with peers. Two computer programs were included in the intervention: "Join-In" to teach collaboration and "No-Problem" to teach conversation. Assessment in the socio-cognitive area included concept perception measures, problem solving, Theory of Mind, and a dyadic drawing collaborative task to examine change in children's social engagement.