Maria Jose Galvez Trigo

Maria Jose Galvez Trigo
University of Lincoln · School of Computer Science

BEng, MSc in Computer Science & Engineering
Lecturer in Computer Science - HRI, HCI, Robotics and ML

About

14
Publications
2,972
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79
Citations
Introduction
I am Lecturer (Assistant Professor) in the Interactive Technologies Lab, School of Computer Science at the University of Lincoln. I have a multi-disciplinary profile with a background in Computer Science and Engineering and Human Factors. I am interested in robotics, Human-Computer Interaction (HCI), Human-Robot Interaction (HRI) and Machine Learning (ML).
Education
September 2012 - July 2013
Universitat Politècnica de València
Field of study
  • Computer Science & Engineering
August 2011 - August 2012
Eindhoven University of Technology
Field of study
  • Computer Science & Engineering
October 2007 - May 2014
University of Castilla-La Mancha
Field of study
  • Computer Science & Engineering

Publications

Publications (14)
Chapter
Existing design standards and guidelines provide guidance on what factors to consider to produce interactive systems that are not only usable, but also accessible. However, these standards are usually general, and when it comes to designing an interactive system for children with Learning Difficulties or Disabilities (LD) and/or Autism Spectrum Con...
Chapter
Adoption of e-learning for those with special needs lags that for mainstream learners. Not much is known about barriers and facilitators that drive this disparity. The present study used focus groups and interviews to collect the views of 21 teachers taking part in preliminary evaluations of an adaptive learning system based on multimodal affect re...
Article
Full-text available
Artificial intelligence tools for education (AIEd) have been used to automate the provision of learning support to mainstream learners. One of the most innovative approaches in this field is the use of data and machine learning for the detection of a student’s affective state, to move them out of negative states that inhibit learning, into positive...
Article
Full-text available
Purpose The purpose of this paper is to identify the main reasons for low uptake of robots in special education (SE), obtained from an analysis of previous studies that used robots in the area, and from interviewing SE teachers about the topic. Design/methodology/approach An analysis of 18 studies that used robots in SE was performed, and the conc...
Conference Paper
Full-text available
Previous interventions have proven that the use of robots in Special Education (SE) is beneficial for children, producing an increase in engagement and goal achievement. However, the use of robots rarely continues after the relevant study ends. In this paper we analyse previous studies that used robots in SE and interviews with SE teachers to obtai...
Chapter
Full-text available
With all the developments in information technology (IT) for people with disabilities, few interventions have been designed for people with profound and multiple disabilities as there is little incentive for companies to design and manufacture technology purely for a group of consumers without much buying power. A possible solution is therefore to...
Article
Full-text available
Despite the rapid advances in technology relatively few are focused on special education, or the education for people with profound and multiple disabilities. One of the main causes for this to happen is that there is little incentive for companies to design and manufacture technology for a target group of customers without major buying power, or o...
Conference Paper
Full-text available
Engagement is the single best predictor of successful learning for children with intellectual disabilities yet achieving engagement with pupils who have profound or multiple disabilities (PMD) presents a challenge to educators. Robots have been used to engage children with autism but are they effective with pupils whose disabilities limit their abi...
Article
Full-text available
Engagement is the single best predictor of successful learning for children with intellectual disabilities yet achieving engagement with pupils who have profound or multiple disabilities (PMD) presents a challenge to educators. Robots have been used to engage children with autism but are they effective with pupils whose disabilities limit their abi...
Conference Paper
Full-text available
With all the developments in information technology (IT) for people with disabilities, few interventions have been designed for people with profound and multiple disabilities as there is little incentive for companies to design and manufacture technology purely for a group of consumers without much buying power. A possible solution is therefore to...

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Projects

Projects (4)
Project
The main aim of this PhD is to design and develop a user centred system to control educational robots with the involvement of teachers and students from the early stages of the design, and to evaluate whether such approach can be more effective than currently used ones.
Archived project
MaTHiSiS is a 36-month project funded by the European Union under the H2020 work programme that will assist the educational process for learners and their tutors and caregivers by creating a novel and continuously adaptable "robot/machine/computer"-human interaction ecosystem to enhance vocational training, workplace learning and mainstream education for individuals with or without learning disabilities. MaTHiSiS will provide a “product-system” (figure below) consisting of an integrated multi-agent interactive platform, along with a set of reusable learning components (educational material, digital educational artefacts, etc.) that will guide the deployment of the users’ learning activities. Its educational scheme will be based on custom-made and adaptable learning goals and educational material.
Archived project
EDUROB is a research project aiming to demonstrate that cognitive development can be enhanced by means of mediated learning using robots. EDUROB proposes an intervention model that aims to drive students’ cognitive processes while addressing other transferable & social skills, making use of the advantages offered by robotics and its engaging and immersive nature.