This paper advances a formal approach about how to encode cognitive relevance into the design of interfaces of multimodal systems, with a focus on the automatic multimedia generation systems. We make a proposal that the optimality of the encoding of cognitive relevance depends on a proper formalization of the processes of modality allocation and modality… (More)
This paper explores the cognitive presence of the learners in MOOCs through using a (computational) linguistic analysis of the learners' Point-of-View as an indicator for cognitive presence. The linguistic analysis of the written language as a medium of interaction by the students in the context of MOOCs shows hallmarks of cognitive disengagement and low… (More)
In this paper, we report on a model that uses a mathematically and cognitively augmented Latent Semantic Analysis method to automatically assess aspects of written argumentation, produced by students in a science communication course.