Genisa: A web-based interactive learning environment for teaching simulation modelling

Intelligent Tutoring Systems (ITS) provide students with adaptive instruction and can facilitate the acquisition of problem solving skills in an interactive environment. This paper discusses the role of pedagogical strategies that have been implemented to facilitate the development of simulation modelling knowledge. The learning environment integrates case-based reasoning with interactive tools to guide tutorial remediation. The evaluation of the system shows that the model for pedagogical activities is a useful method for providing efficient simulation modelling instruction

A Guided Chatbot Learning Experience in the Science Classroom

This dissertation describes a practitioner’s design-based development of a prototype chatbot to guide students in learning biological concepts of genetic mutations and protein synthesis. This chatbot’s architecture provides learning activities, feedback, and support throughout a series of short, connected lessons. The chatbot is designed to scaffold learners through a predict, observe, explain model of inquiry learning. It utilizes real-world phenomena to lead students through biology core ideas, science and engineering practices, and crosscutting concepts. Results of prototype testing include survey results in support of the proof of concept among both students and teachers, as well as accuracy measurements of chatbot intents. Descriptive statistics and suggestions were collected from both groups to evaluate the relevancy, consistency, practicality, and effectiveness of the project as well as speak to improvements for future projects. The designer finds that the construction of chatbots as guided learning experiences holds untapped potential in science educational technology. Advisor: Guy Traini

A Large-Scale, Open-Domain, Mixed-Interface Dialogue-Based ITS for STEM

We present Korbit, a large-scale, open-domain, mixed-interface, dialogue-based intelligent tutoring system (ITS). Korbit uses machine learning, natural language processing and reinforcement learning to provide interactive, personalized learning online. Korbit has been designed to easily scale to thousands of subjects, by automating, standardizing and simplifying the content creation process. Unlike other ITS, a teacher can develop new learning modules for Korbit in a matter of hours. To facilitate learning across a widerange of STEM subjects, Korbit uses a mixed-interface, which includes videos, interactive dialogue-based exercises, question-answering, conceptual diagrams, mathematical exercises and gamification elements. Korbit has been built to scale to millions of students, by utilizing a state-of-the-art cloud-based micro-service architecture. Korbit launched its first course in 2019 on machine learning, and since then over 7,000 students have enrolled. Although Korbit was designed to be open-domain and highly scalable, A/B testing experiments with real-world students demonstrate that both student learning outcomes and student motivation are substantially improved compared to typical online courses

Inspecting Spoken Language Understanding from Kids for Basic Math Learning at Home

Enriching the quality of early childhood education with interactive math learning at home systems, empowered by recent advances in conversational AI technologies, is slowly becoming a reality. With this motivation, we implement a multimodal dialogue system to support play-based learning experiences at home, guiding kids to master basic math concepts. This work explores Spoken Language Understanding (SLU) pipeline within a task-oriented dialogue system developed for Kid Space, with cascading Automatic Speech Recognition (ASR) and Natural Language Understanding (NLU) components evaluated on our home deployment data with kids going through gamified math learning activities. We validate the advantages of a multi-task architecture for NLU and experiment with a diverse set of pretrained language representations for Intent Recognition and Entity Extraction tasks in the math learning domain. To recognize kids' speech in realistic home environments, we investigate several ASR systems, including the commercial Google Cloud and the latest open-source Whisper solutions with varying model sizes. We evaluate the SLU pipeline by testing our best-performing NLU models on noisy ASR output to inspect the challenges of understanding children for math learning in authentic homes.Comment: Proceedings of the 18th Workshop on Innovative Use of NLP for Building Educational Applications (BEA) at ACL 202

Modelling human teaching tactics and strategies for tutoring systems

One of the promises of ITSs and ILEs is that they will teach and assist learning in an intelligent manner. Historically this has tended to mean concentrating on the interface, on the representation of the domain and on the representation of the student’s knowledge. So systems have attempted to provide students with reifications both of what is to be learned and of the learning process, as well as optimally sequencing and adjusting activities, problems and feedback to best help them learn that domain. We now have embodied (and disembodied) teaching agents and computer-based peers, and the field demonstrates a much greater interest in metacognition and in collaborative activities and tools to support that collaboration. Nevertheless the issue of the teaching competence of ITSs and ILEs is still important, as well as the more specific question as to whether systems can and should mimic human teachers. Indeed increasing interest in embodied agents has thrown the spotlight back on how such agents should behave with respect to learners. In the mid 1980s Ohlsson and others offered critiques of ITSs and ILEs in terms of the limited range and adaptability of their teaching actions as compared to the wealth of tactics and strategies employed by human expert teachers. So are we in any better position in modelling teaching than we were in the 80s? Are these criticisms still as valid today as they were then? This paper reviews progress in understanding certain aspects of human expert teaching and in developing tutoring systems that implement those human teaching strategies and tactics. It concentrates particularly on how systems have dealt with student answers and how they have dealt with motivational issues, referring particularly to work carried out at Sussex: for example, on responding effectively to the student’s motivational state, on contingent and Vygotskian inspired teaching strategies and on the plausibility problem. This latter is concerned with whether tactics that are effectively applied by human teachers can be as effective when embodied in machine teachers