COGNITIVE DIALOG GAMES AS COGNITIVE ASSISTANTS: TRACKING AND ADAPTING KNOWLEDGE AND INTERACTIONS IN STUDENT’S DIALOGS

This study introduces a system design in a form of cognitive dialog game (DiaCog) to support pedagogical factors and student learning model ideas. The purpose of the study is to describe how such a design achieves tracking and adapting students’ knowledge and mastery learning levels as a cognitive assistant. Also, this study shows alternative ways for supporting intelligent personal learning, tutoring systems, and MOOCS. This paper explains method called DiaCog that uses structure for students` thinking in an online dialog by tracking student`s level of learning/knowledge status. The methodology of computing is the semantic that match between students` interactions in a dialog. By this way it informs DiaCog’s learner model to inform the pedagogical model. Semantic fingerprint matching method of DiaCog allows making comparisons with expert knowledge to detect students` mastery levels in learning. The paper concludes with the DiaCog tool and methodologies that used for intelligent cognitive assistant design to implement pedagogical and learner model to track and adapt students’ learning. Finally, this paper discusses future improvements and planned experimental set up to advance the techniques introduced in DiaCog design

Natural Language, Mixed-Initiative Personal Assistant Agents

The increasing popularity and use of personal voice assistant technologies, such as Siri and Google Now, is driving and expanding progress toward the long-term and lofty goal of using artificial intelligence to build human-computer dialog systems capable of understanding natural language. While dialog-based systems such as Siri support utterances communicated through natural language, they are limited in the flexibility they afford to the user in interacting with the system and, thus, support primarily action-requesting and information-seeking tasks. Mixed-initiative interaction, on the other hand, is a flexible interaction technique where the user and the system act as equal participants in an activity, and is often exhibited in human-human conversations. In this paper, we study user support for mixed-initiative interaction with dialog-based systems through natural language using a bag-of-words model and k-nearest-neighbor classifier. We study this problem in the context of a toolkit we developed for automated, mixed-initiative dialog system construction, involving a dialog authoring notation and management engine based on lambda calculus, for specifying and implementing task-based, mixed-initiative dialogs. We use ordering at Subway through natural language, human-computer dialogs as a case study. Our results demonstrate that the dialogs authored with our toolkit support the end user\u27s completion of a natural language, human-computer dialog in a mixed-initiative fashion. The use of natural language in the resulting mixed-initiative dialogs afford the user the ability to experience multiple self-directed paths through the dialog and makes the flexibility in communicating user utterances commensurate with that in dialog completion paths---an aspect missing from commercial assistants like Siri