Empowering Active Learning to Jointly Optimize System and User Demands

Existing approaches to active learning maximize the system performance by sampling unlabeled instances for annotation that yield the most efficient training. However, when active learning is integrated with an end-user application, this can lead to frustration for participating users, as they spend time labeling instances that they would not otherwise be interested in reading. In this paper, we propose a new active learning approach that jointly optimizes the seemingly counteracting objectives of the active learning system (training efficiently) and the user (receiving useful instances). We study our approach in an educational application, which particularly benefits from this technique as the system needs to rapidly learn to predict the appropriateness of an exercise to a particular user, while the users should receive only exercises that match their skills. We evaluate multiple learning strategies and user types with data from real users and find that our joint approach better satisfies both objectives when alternative methods lead to many unsuitable exercises for end users.Comment: To appear as a long paper in Proceedings of the 58th Annual Meeting of the Association for Computational Linguistics (ACL 2020). Download our code and simulated user models at github: https://github.com/UKPLab/acl2020-empowering-active-learnin

Generating Vocabulary Sets for Implicit Language Learning using Masked Language Modeling

A well-balanced language curriculum must include both explicit vocabulary learning and implicit vocabulary learning. However, most language learning applications focus on explicit instruction. Students require support with implicit vocabulary learning because they need enough context to guess and acquire new words. Traditional techniques aim to teach students enough vocabulary to comprehend the text, thus enabling them to acquire new words. Despite the wide variety of support for vocabulary learning offered by learning applications today, few offer guidance on how to select an optimal vocabulary study set. This paper proposes a novel method of student modeling with masked language modeling to detect words that are required for comprehension of a text. It explores the efficacy of using deep learning via a pre-trained masked language model to model human reading comprehension and presents a vocabulary study set generation pipeline (VSGP). Promising results show that masked language modeling can be used to model human comprehension and the pipeline produces reasonably sized vocabulary study sets that can be integrated into language learning systems