TutorIA Project: Multidisciplinary R&D Team and Educational Centers

/in , , /by

The multidisciplinary R&D team at Human AI met on June 19 with representatives from national and international educational institutions to discuss progress in the TutorIA project.

Participants included experts from Human AI, researchers from the University of Navarra, and representatives from participating educational centers: Jesuitinas (Pamplona), Irabia-Izaga (Pamplona), Goierri (Ordizia), CIFP del Mar (Gijón), CEE El Molino (Pamplona), and the Itinere Network (Argentina and Uruguay).

Context of TutorIA

The TutorIA project is a co-designed initiative involving educational centers, research teams, and educational entities. It represents an innovative collaboration between Human AI, the Institute of Data Science and Artificial Intelligence (DATAI), the Institute for Culture and Society (ICS), the School of Education and Psychology at the University of Navarra, and various national and international educational institutions.

The project’s goal is to develop artificial intelligence solutions that support teachers in evaluating and fostering students’ socioemotional skills. This initiative integrates scientific research and innovations addressing the challenges of ethical and responsible AI in assessing and developing socioemotional competencies. Additionally, it validates new evidence-based educational methodologies in collaboration with field experts.

European Regulation

Juan Carlos Hernández, an expert in European regulatory frameworks at the University of Navarra, opened the meeting with a presentation on the new EU regulatory framework for artificial intelligence. He explained the implications of consent requirements and the ethical concerns expected to arise in the upcoming school year.

“I think the issue of European regulation has created a lot of uncertainty for us. It’s reassuring to have this information and know we’re working within an ethical and legal framework,” said Diego Ezcaray, Pedagogical Director of Jesuitinas School.

Hernández emphasized that European regulations focus on ensuring AI systems are safe and respect fundamental rights. He noted that many current concerns relate to generative AI, such as ChatGPT, due to its probabilistic nature. “Artificial intelligence must focus on people and be transparent, ethical, and technically sound,” he stated.

Academic Journey

Dr. Beatriz Abad, R&D Projects Coordinator at Human AI, provided a summary of the conferences and academic events where Human AI has participated:

Íñigo Benito, Head of Innovation and Co-Design at Human AI. Shared relevant data from the OECD 2023 Socioemotional Skills Study, contrasted with findings from Human AI’s research.

Dr. Abad also highlighted the importance of collaboration with DATAI, ICS, and the School of Education and Psychology at the University of Navarra. Collaborations that have been instrumental in advancing the integration of research.

Collaborative Research

Drs. Martín Martínez and Elkin García from MIPAC presented preliminary results from the PersonIA Project, emphasizing its complementarity with linguistic findings by Dr. Dámaso Izquierdo from ICS and AI language model experimentation led by Dr. Horacio Grass at DATAI. This multidisciplinary approach enables a deeper understanding of socioemotional skills and their development.

Martínez and García highlighted how comparisons with traditional tools in educational and clinical populations have yielded valuable insights. They stressed the importance of collaboration across disciplines to validate new methodologies in the TutorIA project.

Educational Focus

A significant portion of the meeting focused on evaluating the perspectives of each participating center regarding the project’s impact on tutoring, employability, and teaching.

Representatives from Jesuitinas, Irabia-Izaga, Goierri, CIFP del Mar, CEE El Molino, and the Itinere Network discussed how AI will redefine expectations for educational institutions, emphasizing the need for tools and trained personnel to guide students in developing socioemotional skills.

Educational center representatives shared concerns and experiences, underscoring the importance of having adequate resources to implement new methodologies.

AI is going to change what is expected of educational institutions. Validating math or language knowledge is not the same as developing socioemotional skills in a cross-cutting manner.

Drs. Dolores Conesa and Elena Arbués, representing the Education, Citizenship, and Character team, presented the conceptual framework and summarized the scientific evidence gathered throughout the year. This work provides actionable recommendations for fostering socioemotional development in educational settings.

Key Partnerships

The meeting successfully strengthened the collaborative efforts between Human AI and educational centers to develop ethical and responsible AI solutions. María Beúnza, CEO of Human AI Tech, concluded by emphasizing the importance of these partnerships in validating new methodologies and advancing socioemotional skills development based on scientific evidence.

“The path to validating new methodologies like this is a convergence of various efforts through partnerships with research and innovation teams: conceptual and regulatory frameworks, traditional tool comparisons, linguistics, consistency with scientific evidence, state-of-the-art AI, and validation by field professionals,” stated Beúnza.

For more information about the TutorIA project and other innovative initiatives, visit humanaitech.com

Socioemotional Assessment with AI in Vocational Training

/in , , /by

TutorIA in Vocational Training

The project “TutorIA for the Assessment and Development of SES” (socioemotional skills) was selected in the VII CaixaBank Dualiza and FPEmpresa Call for Proposals. TutorIA is one of the thirty innovative projects chosen for implementation. Furthermore, it highlights the importance of socioemotional assessment using AI to enhance personal development and improve the employability of vocational training (VT) students.

Integrating AI into Socioemotional Assessment

The primary goal of the TutorIA project is to evaluate and develop socioemotional skills (SES) in vocational training students to boost their employability.

One of TutorIA’s standout features is the application of the Human AI tool. This artificial intelligence technology enables precise and efficient assessment of students’ skills, facilitating continuous and personalized feedback. Human AI has become a key component in identifying areas for improvement and enhancing students’ abilities, contributing to their holistic development.

Methodology and Approach

The TutorIA project combines constant assessment with the development of SES. This approach focuses not only on academic performance but also on the personal and professional growth of students.

Human AI – Expert-Validated AI Tool:
  • Understanding Text and Relationships: Thanks to algorithms trained in psycholinguistics and psychometric tests.
  • Generating Personalized Reports: Based on the OCEAN model (Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism).
  • Holistic Evaluation: Ensuring that every student receives the attention and support needed to reach their full potential.

Project Development

  • Initial Implementation

In February 2024, all students from the Aspasia VT centers participated in the project’s first phase, using Human AI to evaluate their socioemotional skills. Each student wrote a text of at least 800 characters, which the tool analyzed to generate a personalized report. This report provided a detailed evaluation of the five traits in the OCEAN model, highlighting strengths, areas for improvement, and offering recommendations and activities for personal and professional development.

  • Application of Didactic Guides

During the final months of the academic year, didactic guides and classroom activities were developed and implemented to strengthen SES. These activities were designed to enhance the five factors of the OCEAN model and its 30 facets. Teachers and students provided feedback on the materials used, enabling improvements for future applications.

  • Final Evaluation

At the end of the school year, students completed a second assessment using Human AI. Although the time between evaluations may have been too short to observe significant changes, in some cases, improvements in skill development were noted.

Impact and Future of the Project

The TutorIA project has not only benefited students from Aspasia VT centers but also created teaching materials accessible to other educators through the web. This project demonstrates innovation and promotes collaboration among institutions, social impact, coordination and communication, and long-term sustainability.

Focusing on improving socioemotional skills is essential for students’ employability and personal development, better preparing them for the workplace. The Human AI tool plays a critical role in this process, offering precise analyses while avoiding self-perception biases and social desirability effects.

Through the commitment of teachers and students at these centers and the application of Human AI, a sustainable and transferable model has been created that will continue to benefit future students and educators.

I Feel Emotions, Therefore I Am

/in , /by

I feel sadness, therefore it exists. I feel anger, therefore it exists. I feel anxiety, therefore it exists.

Knowing that something exists, becoming aware of it, understanding it—this allows us to accept it, comprehend it, and ultimately be capable of managing it. The first lesson brought to us by the animated characters of Inside Out 2—the recently released film filling our social media feeds and conversations—is to become aware of their existence.

The next step we should aspire to is: “I feel, therefore I think, therefore I decide.” Thus, Inside Out 2 offers both the young and the not-so-young an opportunity to reflect on the importance of self-awareness and socioemotional development, to be capable—with the right tools—of managing this profoundly human dimension.

Emotional Self-Awareness

As we grow, emotions emerge. Reality impacts us, and our affectivity enters into crisis as it shapes our emotional maturity: joy, sadness, anger, disgust… The transition from childhood to adolescence introduces the need to integrate new and diverse emotions into our inner world: shame, envy, boredom, anxiety…

Beyond the cinematic narrative, in real life, the socioemotional development of children is a crucial process for their growth. It’s not just about feeling, but also about being aware, understanding, expressing, and managing those emotions to make firm decisions without depending on emotional volatility.

This skill is vital for the development of a balanced personality. Equipping adolescents with the right tools to manage these emotions not only enhances their socioemotional well-being but also lays the foundation for a more fulfilling and satisfying adult life.

Seeing emotions personified helps us become aware of them, recognize them, and understand them—in essence, to acknowledge their existence. Validating and recognizing each emotion gives visibility to its purpose, even when they initially discomfort, bother, or unsettle us.

The internal dynamics that emerge propel us to face life’s challenges and allow us to understand and manage our emotions in an integrated and healthy way. In the end, emotions accompany our decisions; some help us, others hinder us. The key lies in integrating them so they enable us to achieve personal growth.

International Study on Socioemotional Development in Adolescents

We can evaluate academic performance, theoretical knowledge, intellectual development… but what about socioemotional well-being? Do we have the tools to assess this human dimension? Can we delve into our minds without relying on animated characters?

The recent OECD study on social and emotional skills precisely identifies and evaluates the conditions and practices that foster or hinder the development of these skills in students aged 10 and 15. This study has the mission to:

  • Raise awareness of the fundamental role of social and emotional skills.
  • Evaluate the social and emotional skills of children aged 10 and 15.
  • Provide insights into how these skills develop and influence academic success, employability, active citizenship, health, and well-being.

The SSES Study is based on a well-known theoretical framework in the field of social and emotional competencies: the Big Five Model (OCEAN). These five broad categories are further divided into various competencies:

  1. Task performance: self-control, responsibility, and persistence.
  2. Emotional balance: stress resilience, optimism, and emotional control.
  3. Collaboration: empathy, trust, and cooperation.
  4. Open-mindedness: tolerance, curiosity, and creativity.
  5. Engagement with others: sociability, assertiveness, and energy.
  • Additional indices include achievement motivation and self-efficacy.

This framework enables the assessment of this deeply human and essential dimension in students through various tools. But how? Are there specific tools?

Human AI Tech: A Technological Ally in Socioemotional Development

Evaluating and fostering socioemotional well-being is crucial, but not always easy. This is where Human AI becomes an indispensable ally. Human AI leverages psycholinguistics, psychometric tests, and artificial intelligence to provide a precise and in-depth assessment of socioemotional competencies.

Human AI helps identify areas for improvement and strengths in emotional skills, offering a clear path for personal growth. The tool evaluates various competencies based on the student’s written (or transcribed) text, enabling educators to better understand the socioemotional needs of children and adolescents.

Additionally, Human AI aligns with the OCEAN model, providing a comprehensive evaluation that covers the five major dimensions of personality. This allows for a holistic understanding of socioemotional development and provides personalized strategies for the emotional and personal growth of each individual.

If you want to learn more about evaluating and developing the socioemotional dimension, explore Human AI Tech.

How to develop an entrepreneurial personality

/in , , /by

“Confidence to start a business. Female entrepreneurship” is the report produced by the WINN Network within the framework of the Network for training and strengthening the female impact in innovation ecosystems within the CYTED Program.

This study reveals that women tend to have less self-confidence compared to men. However, the data obtained through Artificial Intelligence suggest that this difference is due to a bias in self-perception rather than a real lack of confidence.

Are entrepreneurs born or made?

Certain personality traits, such as the need for achievement and self-confidence, can predispose some individuals toward entrepreneurship, according to the report. “In this context, entrepreneurial personality is understood as a set of personal characteristics or competencies that predict the likelihood of success in entrepreneurship,” says Dr. Beatriz Abad, a psychologist, R&D Project Coordinator at Human AI Tech, and lead researcher of the report, in a recent interview conducted by the Institute for Culture and Society at the University of Navarra.

However, Dr. Abad emphasizes that “while some people naturally possess these skills, everyone can develop them with the right training. This is why it is crucial to foster socio-emotional competencies to train an entrepreneurial personality.” She suggests that with proper education and a supportive environment, anyone can cultivate the skills necessary to succeed as an entrepreneur.

“Over time, and with the necessary effort, a person can develop new skills, change thought or behavior patterns, and adapt to different situations and contexts.” While some individuals may naturally have these abilities, everyone can enhance them through proper training. “In this sense, it is essential to continue creating solutions aimed at developing socio-emotional competencies,” adds Dr. Abad.

Reflections from the report: key competencies and challenges

The report details several crucial aspects for fostering and developing entrepreneurship among women. Some of the most relevant socio-emotional skills identified in the study are:

  1. Self-Confidence: Self-confidence is essential for taking risks and facing the challenges of entrepreneurship. The study results indicate that, in general, men show higher levels of self-confidence compared to women when assessed using traditional methods. However, with Human AI, these differences disappear because biases are eliminated during the evaluation. This suggests the presence of self-perception bias and highlights the need to work on how women perceive their own abilities.
  2. Emotional Regulation: Emotional stability is identified as a key factor for the confidence required in entrepreneurship. People with greater emotional stability tend to exhibit higher self-confidence, which is crucial for managing the stress and anxiety associated with entrepreneurial endeavors. The ability to manage negative emotions and stay calm under pressure can be a valuable asset for entrepreneurship.
  3. Entrepreneurial Perception: The study reveals no significant differences in the perception of being an entrepreneur between men and women. Interestingly, women tend to identify as entrepreneurs in greater proportions than men. This indicates that despite external barriers, many women possess a strong self-identification as entrepreneurs, which is a positive indicator for female entrepreneurship.
  4. Personality Traits: Certain personality traits—such as modesty, impulsiveness, and self-discipline in men, and creativity, a sense of duty, and confidence in women—are associated with entrepreneurial self-perception. Additionally, emotional control, self-awareness, extraversion, and self-efficacy stand out as crucial traits for entrepreneurial success.

Human AI and Entrepreneurship

“Advances in technology have enabled the development of new tools for personality assessment that can neutralize self-perception biases.” In this context, Human AI plays a fundamental role by providing precise assessments of entrepreneurial personality through artificial intelligence.

“When this technology was applied to our study sample, the differences in self-confidence between men and women disappeared,” explains Abad.

Human AI uses natural language processing (NLP) to analyze written texts from participants. This tool identifies and describes 35 parameters of personality and socio-emotional skills based on the Big Five/OCEAN model. This allows for a more objective and accurate assessment, eliminating the self-perception biases that can distort results in traditional questionnaires.

Recommendations and Proposals

Based on the report’s findings, several strategies are proposed to foster female entrepreneurship through education:

  1. Implementing Socio-Emotional Development Programs:
    Incorporate training in skills such as resilience, emotional intelligence, and self-confidence into educational curricula.
  2. Mentorship and Support Networks:
    Provide access to mentors and support networks that can guide women along their entrepreneurial journey.
  3. Access to Financial Resources:
    Promote policies that facilitate financing for female entrepreneurs, reducing the gender gap in business.
  4. Inclusive Environments:
    Create work and learning spaces that encourage equal opportunities and diversity.

Conclusion

The results underscore the complex interplay between self-confidence, entrepreneurial self-perception, and personality traits in the context of entrepreneurship. Understanding these factors is crucial for creating a more inclusive entrepreneurial environment and supporting both male and female entrepreneurs in achieving business success. This highlights that a comprehensive approach to developing competencies and recognizing psychological factors can be key to fostering more equitable and effective entrepreneurship.

Scientific Research Line – PersonIA Study

/in , , , /by

Human AI at the XXVII National Psychiatry Congress

Prominent researchers and healthcare institutions are conducting the groundbreaking PersonIA Study. This pioneering research, led by Dr. Manuel Martín—Medical Director of Hermanas Hospitalarias in the Basque Country (Aita Menni) and Navarra, and President of the Spanish Society of Psychiatry and Mental Health—aims to validate an AI model capable of assessing personality in individuals with common mental disorders.

The PersonIA Study

This study investigates the accuracy of artificial intelligence when predicting key aspects of personality based on text written by patients’ in natural language. The use of AI in this field is revolutionary, offering faster, less intrusive, and more tailored analyses. Findings from the first phase of the PersonIA study were presented by Dr. Manuel Martín at the XXVII National Psychiatry Congress, cementing Human AI’s role as a key player at the intersection of technology and mental health.

The study was conducted in collaboration with renowned institutions including: the Navarra Health System, the University Clinic of Navarra, Hermanas Hospitalarias in Navarra, and Aita Menni. Researchers from the Affective and Cognitive Psychology Methods and Research Laboratory (MIPAC) and the Data Science and Artificial Intelligence Institute (DATAI) at the University of Navarra also participated in this initial phase. This multidisciplinary team ensured the model was tested on a clinical sample of adults, providing robust results for this first stage.

Promising findings demonstrate the AI model’s ability to deliver accurate assessments in clinical settings, compared to traditional methods such as the NEO-PI-R. These results highlight the potential of PersonIA to revolutionize personality assessment, especially for individuals with mild or common mental disorders.

Purpose and Methodology of PersonIA

The primary goal of the PersonIA project is to validate an artificial intelligence model capable of evaluating personality. It is based on both free-form and guided natural language texts. During the study, participants wrote autobiographical texts and answered questions designed to capture various personality traits based on the OCEAN model.

The AI model leverages advanced natural language processing (NLP) techniques to analyze linguistic, semantic, and contextual patterns in large volumes of text. Preliminary results indicate that the model is valid for predicting personality traits, overcoming some limitations of traditional psychometric evaluations.

Future Perspectives

This breakthrough is just the beginning. As the project moves into new phases, it paves the way for a significant transformation in how personality is assessed in mental health, introducing third-generation tools. PersonIA has the potential to revolutionize psychological and psychiatric evaluations, making them more accessible, comprehensive, accurate, and human-centered.

We are proud of this innovative development. Which combines the best of science and technology to address one of psychiatry’s greatest challenges: providing personalized and humanized care.

To learn more about this scientific research line, stay tuned for our upcoming updates.