La plupart des systèmes d'apprentissage interactifs actuels s'appuient sur des protocoles prédéfinis qui peuvent être contraignants pour l'utilisateur. Cette thèse aborde le problème de l'interprétation des instructions, afin de relâcher la contrainte de prédéterminer leurs significations. Nous proposons un système permettant à un humain de guider l'apprentissage d'un robot, à travers des instructions non labellisées. Notre approche consiste à ancrer la signification des signaux instructifs dans le processus d'apprentissage de la tâche et à les utiliser simultanément pour guider l'apprentissage. Cette approche offre plus de liberté à l'humain dans le choix des signaux qu'il peut utiliser, et permet de réduire les efforts d'ingénierie en supprimant la nécessité d'encoder la signification de chaque signal instructif.Nous implémentons notre système sous la forme d'une architecture modulaire, appelée TICS, qui permet de combiner différentes sources d'information: une fonction de récompense, du feedback évaluatif et des instructions non labellisées. Cela offre une plus grande souplesse dans l'apprentissage, en permettant à l'utilisateur de choisir entre différents modes d'apprentissage. Nous proposons plusieurs méthodes pour interpréter les instructions, et une nouvelle méthode pour combiner les feedbacks évaluatifs avec une fonction de récompense prédéfinie.Nous évaluons notre système à travers une série d'expériences, réalisées à la fois en simulation et avec de vrais robots. Les résultats expérimentaux démontrent l'efficacité de notre système pour accélérer le processus d'apprentissage et pour réduire le nombre d'interactions avec l'utilisateur. / Most of current interactive learning systems rely on predefined protocols that constrain the interaction with the user. Relaxing the constraints of interaction protocols can therefore improve the usability of these systems.This thesis tackles the question of interpreting human instructions, in order to relax the constraints about predetermining their meanings. We propose a framework that enables a human teacher to shape a robot behaviour, by interactively providing it with unlabeled instructions. Our approach consists in grounding the meaning of instruction signals in the task learning process, and using them simultaneously for guiding the latter. This approach has a two-fold advantage. First, it provides more freedom to the teacher in choosing his preferred signals. Second, it reduces the required engineering efforts, by removing the necessity to encode the meaning of each instruction signal. We implement our framework as a modular architecture, named TICS, that offers the possibility to combine different information sources: a predefined reward function, evaluative feedback and unlabeled instructions. This allows for more flexibility in the teaching process, by enabling the teacher to switch between different learning modes. Particularly, we propose several methods for interpreting instructions, and a new method for combining evaluative feedback with a predefined reward function. We evaluate our framework through a series of experiments, performed both in simulation and with real robots. The experimental results demonstrate the effectiveness of our framework in accelerating the task learning process, and in reducing the number of required interactions with the teacher.

Title of thesis is: ,,Vanished cultural landscape of the Czech border - an interactive learning guide for the 2nd grade school". Graduation thesis consists of an analysis of literature (textbooks geography, citizenship and education history, professional, nonfiction literature, didactic literature and multimedia documents). The practical part has a form of an interactive learning guide. Most of the work is devoted to the issue of the Sudetenland which to the largest extent represents the vanished cultural landscape of the Czech border. Sudetenland are evaluated from several different perspectives. An integral part of a thorough and detailed geographic mapping will clarify the historical circumstances but also the consequences that come with intricate development of the Czech border to bring ,,our" society today. The main section has its own interactive learning guide for students of upper primary school. In our case it will serve as the superstructure teaching material and therefore it can be used for grammar schools as well.

La presente investigación estudia el aprendizaje a través del material audiovisual e interactivo de la plataforma de aprendizaje virtual “Crehana”, una comunidad educativa dirigida a profesionales e interesados en la industria creativa formada en el 2015, con la finalidad de analizar su rol pedagógico para el logro de diferentes objetivos de aprendizaje en la rama audiovisual desde la perspectiva del modelo VAK (Visual, Auditory, Kinesthetic). Éste último se considera importante debido a su enfoque pedagógico, la presentación de tres tipos de aprendizaje (visual, auditivo y kinestésico), y las alternativas que presenta para que estos sean resueltos dentro de un proceso comunicativo digital. El objetivo del presente artículo es evaluar la eficacia de las herramientas audiovisuales e interactivas mediante su análisis desde una mirada pedagógica y audiovisual. Con este fin se planteó un estudio de carácter cualitativo a través matrices de análisis audiovisual y pedagógica, sondeos y entrevistas, brindadas por los desarrolladores audiovisuales, publicitarios y usuarios de la web Crehana, donde se pudo encontrar que las herramientas audiovisuales e interactivas son métodos eficaces para transmitir conocimientos o formar habilidades. La importancia de esta investigación radica en la necesidad por difundir las nuevas plataformas de aprendizaje digital y los medios audiovisuales e interactivos como formatos educativos necesarios para dinamizar y atraer a las nuevas generaciones de estudiantes. / The present research studies learning through the audiovisual and interactive material of the virtual learning platform "Crehana", an educational community aimed at professionals and stakeholders in the creative industry formed in 2015, with the aim of analysing its pedagogical role in achieving different learning objectives in the audiovisual branch from the perspective of the VAK model (Visual, Auditory, Kinesthetic). The latter is considered important due to its pedagogical approach, the presentation of three types of learning (visual, auditory and kinesthetic) and the alternatives that it presents so that these are resolved within a digital communication process. The aim of this article is to evaluate the effectiveness of audiovisual and interactive tools through their analysis from a pedagogical and audiovisual perspective. To this end, a qualitative study was proposed through matrices of audiovisual and pedagogical analysis, surveys and interviews, provided by audiovisual developers, advertisers and users of the Crehana website, where audiovisual and interactive tools could be found to be effective methods for transmitting knowledge or training skills. The importance of this research lies in the need to disseminate the new digital learning platforms and the audiovisual and interactive media as educational formats necessary to energize and attract new generations of students. / Trabajo de investigación

La siguiente investigación tiene como propósito estudiar el diseño de interfaz de Gamer Sensei y Camp Gamers, plataformas web orientadas al aprendizaje interactivo respecto a los deportes electrónicos (esports), cuyo objetivo es explicar el diseño web mediante la experiencia de usuario y, con ello, poder analizar la metodología de estudio por medio de la web. La hipótesis planteada supone que el desarrollo de elementos gráficos, en una interfaz web orientada a los deportes electrónicos, depende de la experiencia del usuario con un diseño instruccional planteado por un experto. Para ello, se realizó un estudio de enfoque mixto cualitativo-cuantitativo, de alcance descriptivo y no experimental, ya que se limita en analizar fenómenos existentes como los esports y el diseño web como medio de comunicación (Carrasco, 2008). Se tomaron como instrumentos fichas de análisis visual, entrevistas por expertos en los deportes electrónicos y un cuestionario a jugadores relacionados con los medios, todo esto con el propósito de identificar los elementos gráficos, la educomunicación (e-learning) y la experiencia de usuario en cada canal. Como resultado principal, se obtuvo que el desarrollo de elementos gráficos (tipografía, colores, pictogramas, fotografías, etc) aporta consistencia y credibilidad en el flujo de navegación del usuario. Se pudo concluir que una interfaz web, orientada a los deportes electrónicos, es capaz de generar un diseño interactivo, siempre y cuando se base en desarrollar las necesidades académicas o formativas de un usuario. / The purpose of the following research is to study the design of two web interfaces (Gamer Sensei, Camp Gamers), aimed at interactive learning regarding electronic sports (esports), whose objective is to explain web design through user experience, to be able to analyze the study methodology through the web. The proposed hypothesis supposes that the development of graphic elements, in a web interface oriented to electronic sports, depends on the user's experience by an instructional design proposed by an expert. A study with a mixed qualitative-quantitative was carried out, with a descriptive and non-experimental scope, since it is limited in analyzing existing phenomena such as esports and web design as a means of communication (Carrasco, 2008). The instruments in this investigation were sheets of visual analysis, interviews by experts in electronic sports and a questionnaire to players related to the media with the purpose of identifying the graphic elements, the educommunication (e-learning) and the user experience in each channel. As a main result, it was obtained that the development of graphic elements (typography, colors, pictograms, photographs, etc.) provides consistency and credibility in the user's navigation flow. It was concluded that a web interface, oriented in electronic sports, is capable of generating an interactive design, as long as it is based on developing the academic needs of an user. / Trabajo de investigación

No description available.

<p>While instance-dependent contextual bandits have been previously studied, their analysis<br> has been exclusively limited to pure disagreement-based learning. This approach lacks a<br> nuanced understanding of disagreement and treats it in a binary and absolute manner.<br> In our work, we aim to broaden the analysis of instance-dependent contextual bandits by<br> studying them under the framework of disagreement-based learning in sub-regions. This<br> framework allows for a more comprehensive examination of disagreement by considering its<br> varying degrees across different sub-regions.<br> To lay the foundation for our analysis, we introduce key ideas and measures widely<br> studied in the contextual bandit and disagreement-based active learning literature. We<br> then propose a novel, instance-dependent contextual bandit algorithm for the realizable<br> case in a transductive setting. Leveraging the ability to observe contexts in advance, our<br> algorithm employs a sophisticated Linear Programming subroutine to identify and exploit<br> sub-regions effectively. Next, we provide a series of results tying previously introduced<br> complexity measures and offer some insightful discussion on them. Finally, we enhance the<br> existing regret bounds for contextual bandits by integrating the sub-region disagreement<br> coefficient, thereby showcasing significant improvement in performance against the pure<br> disagreement-based approach.<br> In the concluding section of this thesis, we do a brief recap of the work done and suggest<br> potential future directions for further improving contextual bandit algorithms within the<br> framework of disagreement-based learning in sub-regions. These directions offer opportuni-<br> ties for further research and development, aiming to refine and enhance the effectiveness of<br> contextual bandit algorithms in practical applications.<br> <br> </p>

No description available.

Os atuais avanços na área das Tecnologias da Informação e da Comunicação (TIC) estão mudando a Educação, com a disponibilização de sistemas educativos para apoiar as atividades no processo de ensino e de aprendizagem. Embora o tópico de combinatória seja relevante para o ensino médio e para os cursos de Ciências Exatas, este tópico tem sido desconsiderado nos avanços da Informática na Educação, principalmente ao se considerar o uso de ambientes de aprendizagem via Web. Atualmente, o iComb é, no melhor de nosso conhecimento, o único sistema Web integrável a tais ambientes. Ele é um Módulo de Aprendizagem Interativa (iMA) integrável ao Sistema Gerenciador de Cursos (SGC) Moodle, por meio do plugin iTarefa. O iComb oferece atividades de autoria de exercícios, bem como, sua avaliação automática. No entanto, considerando sua usabilidade, foram detectados alguns problemas na interface. O foco deste trabalho está relacionado ao reprojeto do sistema iComb e seu impacto na aprendizagem de combinatória. Para a reconstrução do iComb adotou-se o método de design de interação, buscando-se a participação efetiva de usuários finais do sistema, em todas as atividades desse processo, com (i) sessões de teste de usabilidade utilizando a versão Java do iComb para identificar problemas e guiar o redesenho do sistema, e (ii) prototipagem e avaliação da interface do sistema redesenhado. Esse processo permitiu implementar uma nova versão do iComb utilizando tecnologias associadas ao HTML5, que será brevemente disponibilizado como software livre. / Current advances in Information and Communication Technologies (ICT) are changing Education with delivering software to support learning/teaching activities. Although being relevant for Science, Technology, Engineering, and Mathematics (STEM) courses, Combinatorial Analysis is almost disregarded in these advances, mostly if we consider their integration with earning Management Systems. Currently, iComb is, at the best of our knowledge, the only system with such a possibility. It is an interactive Learning Module (iLM) that can be integrated to Moodle, through the iAssign plugin. iComb provides authoring activities as well as their automatic assessment. Nevertheless, considering the system usability, several interaction problems were detected during sessions with teachers and students. In this work it is described the process of redesigning the iComb system by adopting Interactive Design, to conduct controlled sessions of system use for (i) identifying usability issues for guiding the system redesign; and (ii) prototyping and evaluate the redesigned system interface, with end-users. This process allowed to implement new version of iComb using HTML5 related technologies that will be sooner available as free software, in order to reach a larger audience. Preliminary results on the interface evaluation indicate that both students and teachers felt more comfortable using the new interface of iComb and found it easier to execute common tasks.

Les défis pour voir des robots opérant dans l’environnement de tous les jours des humains et sur unelongue durée soulignent l’importance de leur adaptation aux changements qui peuvent être imprévisiblesau moment de leur construction. Ils doivent être capable de savoir quelles parties échantillonner, et quelstypes de compétences il a intérêt à acquérir. Une manière de collecter des données est de décider par soi-même où explorer. Une autre manière est de se référer à un mentor. Nous appelons ces deux manièresde collecter des données des modes d’échantillonnage. Le premier mode d’échantillonnage correspondà des algorithmes développés dans la littérature pour automatiquement pousser l’agent vers des partiesintéressantes de l’environnement ou vers des types de compétences utiles. De tels algorithmes sont appelésdes algorithmes de curiosité artificielle ou motivation intrinsèque. Le deuxième mode correspond au guidagesocial ou l’imitation, où un partenaire humain indique où explorer et où ne pas explorer.Nous avons construit une architecture algorithmique intrinsèquement motivée pour apprendre commentproduire par ses actions des effets et conséquences variées. Il apprend de manière active et en ligne encollectant des données qu’il choisit en utilisant plusieurs modes d’échantillonnage. Au niveau du metaapprentissage, il apprend de manière active quelle stratégie d’échantillonnage est plus efficace pour améliorersa compétence et généraliser à partir de son expérience à un grand éventail d’effets. Par apprentissage parinteraction, il acquiert de multiples compétences de manière structurée, en découvrant par lui-même lesséquences développementale. / The challenges posed by robots operating in human environments on a daily basis and in the long-termpoint out the importance of adaptivity to changes which can be unforeseen at design time. The robot mustlearn continuously in an open-ended, non-stationary and high dimensional space. It must be able to knowwhich parts to sample and what kind of skills are interesting to learn. One way is to decide what to exploreby oneself. Another way is to refer to a mentor. We name these two ways of collecting data sampling modes.The first sampling mode correspond to algorithms developed in the literature in order to autonomously drivethe robot in interesting parts of the environment or useful kinds of skills. Such algorithms are called artificialcuriosity or intrinsic motivation algorithms. The second sampling mode correspond to social guidance orimitation where the teacher indicates where to explore as well as where not to explore. Starting fromthe study of the relationships between these two concurrent methods, we ended up building an algorithmicarchitecture with a hierarchical learning structure, called Socially Guided Intrinsic Motivation (SGIM).We have built an intrinsically motivated active learner which learns how its actions can produce variedconsequences or outcomes. It actively learns online by sampling data which it chooses by using severalsampling modes. On the meta-level, it actively learns which data collection strategy is most efficient forimproving its competence and generalising from its experience to a wide variety of outcomes. The interactivelearner thus learns multiple tasks in a structured manner, discovering by itself developmental sequences.

Σκοπός της παρούσας διατριβής είναι η μελέτη της επίδρασης των εφαρμοζόμενων διδακτικών στρατηγικών για την διδασκαλία της Χρηματοοικονομικής στη διαμόρφωση των μαθησιακών στρατηγικών των φοιτητών και στην ανάπτυξη των δεξιοτήτων κριτικής σκέψης, με την χρησιμοποίηση της οικονομετρικής τεχνικής της quantile regression (QR). Η επισκόπηση της διεθνούς βιβλιογραφίας καθώς και η έρευνα για την παρούσα διατριβή δείχνουν, αφενός ότι στους συγγενείς επιστημονικούς χώρους της Οικονομικής, της Χρηματοοικονομικής και της Λογιστικής εφαρμόζονται διδακτικές στρατηγικές που βασίζονται στη μέθοδο των διαλέξεων και φαίνεται να επηρεάζουν την διαμόρφωση των μαθησιακών στρατηγικών και αφετέρου ότι η χρησιμοποίηση διδακτικών στρατηγικών ενεργού εμπλοκής των φοιτητών στην μάθηση μπορεί πράγματι να επηρεάζει τη διαμόρφωση των μαθησιακών στρατηγικών και να συμβάλλει στην ανάπτυξη δεξιοτήτων κριτικής σκέψης. Από την ως άνω επισκόπηση έχει καταφανεί ότι η στατιστική ανάλυση των ως άνω επιδράσεων στηρίζεται, κατά το πλείστον, σε υπολογισμό συντελεστών συσχέτισης, σε ανάλυση της διακύμανσης καθώς και στην χρησιμοποίηση της κλασικής παλινδρόμησης. Η διαμόρφωση των μαθησιακών στρατηγικών εκτιμάται μέσα από την διαμόρφωση των τρόπων και τύπων μάθησης των φοιτητών, με τη χρησιμοποίηση του Learning Style Inventory (LSI) του Kolb και του Learning Styles Questionnaire (LSQ) των Honey και Mumford. Με το LSI (που χρησιμοποιήθηκε και στις δυο φάσεις της έρευνας) εκτιμάται η προτίμηση προς τέσσερεις τρόπους μάθησης (Απτή Εμπειρία, Στοχαστική Παρατήρηση, Αφηρημένη Αντίληψη Εννοιών και Ενεργός Πειραματισμός), με βάση τους οποίους προκύπτουν τέσσερεις τύποι μάθησης (Αποκλίνων, Αφομοιωτικός, Συγκλίνων και Διευκολύνων). Για την εκτίμηση του επιπέδου ανάπτυξης των δεξιοτήτων κριτικής σκέψης των φοιτητών, χρησιμοποιείται το California Critical Thinking Skills Test (CCTST), δημιουργημένο από τον Peter Facione με βάση τα συμπεράσματα της Delphi Report (American Philosophical Association). Το CCTST εκτιμά πέντε επιμέρους δεξιότητες κριτικής σκέψης (Ανάλυση, Αξιολόγηση, Συμπερασμός, Επαγωγικός και Απαγωγικός Συλλογισμός) καθώς και την συνολική ικανότητα στις δεξιότητες κριτικής σκέψης. Η έρευνα δια την συγκέντρωση παρατηρήσεων διενεργήθηκε σε δυο φάσεις: στην πρώτη εκτιμήθηκαν μόνο οι τρόποι και τύποι μάθησης με τη χρήση των LSQ και LSI και στην δεύτερη εκτιμήθηκαν οι τρόποι και τύποι μάθησης με τη χρήση μόνο του LSI καθώς και οι δεξιότητες κριτικής σκέψης με τη χρήση του CCTST. Η στατιστική ανάλυση των δεδομένων της έρευνας στηρίζεται στη χρησιμοποίηση του οικονομετρικού μοντέλου της quantile regression (QR), με το οποίο μπορούν να υπολογιστούν συντελεστές ακόμη και για τα 99 εκατοστημόρια της κατανομής της εξαρτημένης μεταβλητής, αυξάνοντας θεαματικά την αντλούμενη πληροφόρηση, έναντι της κλασικής παλινδρόμησης. Προκύπτει έτσι ένα σημαντικό ερμηνευτικό πλεονέκτημα, το οποίο φωτίζει την επίδραση που ασκείται σε όλο το εύρος της κατανομής και συμβάλλει στην εκτενέστερη και βαθύτερη κατανόηση των ασκούμενων επιδράσεων. Αυτή η δυνατότητα έχει κατ’ εξοχήν σημασία στην ερμηνεία της αλλαγής της προτίμησης από τον έναν τρόπο μάθησης στον διαμετρικά αντίθετό του και την ενδιάμεση κατάσταση της ισορροπημένης μάθησης, για κάθε μια από τις δυο διαστάσεις μάθησης του μοντέλου Εμπειρικής Μάθησης του Kolb. Η QR χρησιμοποιείται επίσης για την έρευνα της επίδρασης των διαμορφωμένων τρόπων και τύπων μάθησης στην ανάπτυξη των δεξιοτήτων κριτικής σκέψης. Θεωρητικά υποστηρίζεται ότι ο Συγκλίνων μαθήτυπος του μοντέλου του Kolb υπερτερεί στην επίδοση στις δεξιότητες κριτικής σκέψης, υπόθεση που δεν τεκμηριώνεται στην περίπτωση που αναπτύσσεται ισορροπημένη προτίμηση προς τους τέσσερεις τρόπους μάθησης. Οι εν λόγω επιδράσεις τεκμηριώνονται με την ανάλυση των δεδομένων από την πειραματική εφαρμογή διδακτικού μοντέλου ενεργού εμπλοκής των φοιτητών στην διαδικασία διδασκαλίας-μάθησης της Χρηματοοικονομικής με τη χρήση της QR. Τα βασικά συμπεράσματα της παρούσας διατριβής είναι τα εξής: α) Το μαθησιακό περιβάλλον που διαμορφώνεται από την εκάστοτε εφαρμοζόμενη διδακτική στρατηγική επιδρά διαφορετικά σε κάθε τμήμα της κατανομής της εξαρτημένης μεταβλητής. β) Η ανάπτυξη ισορροπημένης προτίμησης προς τους τρόπους μάθησης είναι επωφελέστερη, έναντι της επιλεκτικής προτίμησης, για την ανάπτυξη δεξιοτήτων κριτικής σκέψης. γ) Η διάδραση που αναπτύσσεται μεταξύ των φοιτητών σε ομάδες που απαρτίζονται από διαφορετικούς τύπους μάθησης ασκεί σημαντική επίδραση στην ανάπτυξη ισορροπημένης μάθησης και στη βελτίωση του επιπέδου των δεξιοτήτων κριτικής σκέψης. δ) Η εκτίμηση πολλών συντελεστών παλινδρόμησης με την χρήση της QR διευρύνει σημαντικά την ερμηνεία των επιδράσεων των ανεξάρτητων στις εξαρτημένες μεταβλητές, έναντι άλλων απλών στατιστικών μέτρων καθώς και της κλασικής παλινδρόμησης. ε) Στον τομέα της διδασκαλίας στον επιστημονικό χώρο της Χρηματοοικονομικής στην Ελλάδα, η παρούσα εργασία είναι μοναδική και πρωτότυπη και η συμβολή της είναι καθολική, αναδεικνύοντας ταυτόχρονα ένα οικονομετρικό μοντέλο – την QR – σε ερμηνευτικό εργαλείο των σχέσεων που αναπτύσσονται στην διδακτική πράξη. / The aim of this dissertation is the study of the effect of the implemented teaching strategies in Finance teaching on the formation of students’ learning strategies and development of critical thinking skills, by using the econometric model of quantile regression (QR). The review of the relevant literature, as well as the research for this dissertation show that on the one hand the implemented teaching strategies in the related disciplines of Economics, Finance and Accounting are mainly based on the use of the lecture method and seem to affect the formation of students’ learning strategies and on the other hand the use of teaching strategies that involve students in the teaching-learning process may affect the formation of students’ learning strategies and contribute to the development of critical thinking skills as well. The literature review also shows that statistical analysis of effects is mostly based on correlation coefficients and analysis of variance, as well as the use of traditional regression. The formation of students’ learning strategies is estimated through student learning styles and types, by the use of Kolb’s Learning Style Inventory (LSI) and Honey & Mumford’s Learning Styles Questionnaire (LSQ). By the use of the LSI (which has been used in both phases of the relative research), student preferences towards four learning styles (Concrete Experience, Reflective Observation, Abstract Conceptualization and Active Experimentation) are estimated. Based on the relevant preference for two consecutive learning styles, in the order depicted above, four learning types may occur: Divergers, Assimilators, Convergers, and Accommodators. The California Critical Thinking Skills Test (CCTST) is used for estimating the level of development of students’ critical thinking skills. This instrument has been developed by Peter Facione and is based on the results and recommendations of the Delphi Report of the American Philosophical Association. The CCTST estimates five discrete critical thinking skills, namely Analysis, Evaluation, Inference, Induction and Deduction and the overall critical thinking skills ability as well. The research for the collection of data has been carried out in two phases. In the first phase the LSQ and LSI instruments have been used for the estimation of students’ learning styles and types and in the second phase the LSI has been used for the estimation of students’ learning styles and types and the CCTST for the estimation of students’ critical thinking skills. The statistical analysis of the research data is based on the use of the econometric model of the quantile regression (QR), by which coefficients for as many as 99 percentiles of the dependent variable can be computed. In this way derived information is extremely richer than that derived by using traditional regression. This renders a significant explanatory advantage, which sheds light of the impact on the whole distribution of the dependent variable and thus it contributes to the more comprehensive and deeper understanding of the caused effect. This capability is especially important for explaining the change in the preference from one learning style to its diametrically opposite one and the interim situation of balanced learning, for each of the two dimensions of learning of Kolb’s Experiential Learning Model. QR is also used for the exploration of the impact of the formed learning styles and types on the development of critical thinking skills. Theory suggests that the Converging learning type of Kolb’s model beats the other three in critical thinking skills performance, but this suggestion is not corroborated in the case that a balanced preference towards all four learning styles is developed. The aforementioned impact is documented by the analysis of data rendered by the experimental implementation of a teaching strategy of active engagement of students in the teaching-learning process in Finance teaching, by using the QR. Basic results of this dissertation are as follows: a) The learning environment develop by the implemented teaching strategy has a different impact on each segment of the distribution of the dependent variable. b) The development of balanced preference towards the learning styles is more beneficial for critical thinking skills development than selective preference. c) The developed interactivity between students in groups made up by different learning types has a significant effect on developing balanced learning and on the improvement of the level of critical thinking skills development. d) The use of the Quantile Regression and the computation of many regression coefficients expands significantly the explanatoty potential about the impact of the independent variables on the dependent ones, against other simple statistical metres as well as traditional regression. e) Regarding the teaching endeavors of instructors in the area of Finance in Greece, this dissertation is unique and original and contributes in a total sense, while it simultaneously highlights the advantages of an econometric model – the QR – as an hermeneutic instrument for the relationships development in the teaching process.