EQG-RACE: Examination-Type Question Generation

Question Generation (QG) is an essential component of the automatic intelligent tutoring systems, which aims to generate high-quality questions for facilitating the reading practice and assessments. However, existing QG technologies encounter several key issues concerning the biased and unnatural language sources of datasets which are mainly obtained from the Web (e.g. SQuAD). In this paper, we propose an innovative Examination-type Question Generation approach (EQG-RACE) to generate exam-like questions based on a dataset extracted from RACE. Two main strategies are employed in EQG-RACE for dealing with discrete answer information and reasoning among long contexts. A Rough Answer and Key Sentence Tagging scheme is utilized to enhance the representations of input. An Answer-guided Graph Convolutional Network (AG-GCN) is designed to capture structure information in revealing the inter-sentences and intra-sentence relations. Experimental results show a state-of-the-art performance of EQG-RACE, which is apparently superior to the baselines. In addition, our work has established a new QG prototype with a reshaped dataset and QG method, which provides an important benchmark for related research in future work. We will make our data and code publicly available for further research.Comment: Accepted by AAAI-202

Automatic generation of factual questions from video documentaries

Questioning sessions are an essential part of teachers’ daily instructional activities. Questions are used to assess students’ knowledge and comprehension and to promote learning. The manual creation of such learning material is a laborious and time-consuming task. Research in Natural Language Processing (NLP) has shown that Question Generation (QG) systems can be used to efficiently create high-quality learning materials to support teachers in their work and students in their learning process. A number of successful QG applications for education and training have been developed, but these focus mainly on supporting reading materials. However, digital technology is always evolving; there is an ever-growing amount of multimedia content available, and more and more delivery methods for audio-visual content are emerging and easily accessible. At the same time, research provides empirical evidence that multimedia use in the classroom has beneficial effects on student learning. Thus, there is a need to investigate whether QG systems can be used to assist teachers in creating assessment materials from these different types of media that are being employed in classrooms. This thesis serves to explore how NLP tools and techniques can be harnessed to generate questions from non-traditional learning materials, in particular videos. A QG framework which allows the generation of factual questions from video documentaries has been developed and a number of evaluations to analyse the quality of the produced questions have been performed. The developed framework uses several readily available NLP tools to generate questions from the subtitles accompanying a video documentary. The reason for choosing video vii documentaries is two-fold: firstly, they are frequently used by teachers and secondly, their factual nature lends itself well to question generation, as will be explained within the thesis. The questions generated by the framework can be used as a quick way of testing students’ comprehension of what they have learned from the documentary. As part of this research project, the characteristics of documentary videos and their subtitles were analysed and the methodology has been adapted to be able to exploit these characteristics. An evaluation of the system output by domain experts showed promising results but also revealed that generating even shallow questions is a task which is far from trivial. To this end, the evaluation and subsequent error analysis contribute to the literature by highlighting the challenges QG from documentary videos can face. In a user study, it was investigated whether questions generated automatically by the system developed as part of this thesis and a state-of-the-art system can successfully be used to assist multimedia-based learning. Using a novel evaluation methodology, the feasibility of using a QG system’s output as ‘pre-questions’ with different types of prequestions (text-based and with images) used was examined. The psychometric parameters of the automatically generated questions by the two systems and of those generated manually were compared. The results indicate that the presence of pre-questions (preferably with images) improves the performance of test-takers and they highlight that the psychometric parameters of the questions generated by the system are comparable if not better than those of the state-of-the-art system. In another experiment, the productivity of questions in terms of time taken to generate questions manually vs. time taken to post-edit system-generated questions was analysed. A viii post-editing tool which allows for the tracking of several statistics such as edit distance measures, editing time, etc, was used. The quality of questions before and after postediting was also analysed. Not only did the experiments provide quantitative data about automatically and manually generated questions, but qualitative data in the form of user feedback, which provides an insight into how users perceived the quality of questions, was also gathered.EThOS - Electronic Theses Online ServiceGBUnited Kingdo

Complex question answering : minimizing the gaps and beyond

xi, 192 leaves : ill. ; 29 cmCurrent Question Answering (QA) systems have been significantly advanced in demonstrating finer abilities to answer simple factoid and list questions. Such questions are easier to process as they require small snippets of texts as the answers. However, there is a category of questions that represents a more complex information need, which cannot be satisfied easily by simply extracting a single entity or a single sentence. For example, the question: “How was Japan affected by the earthquake?” suggests that the inquirer is looking for information in the context of a wider perspective. We call these “complex questions” and focus on the task of answering them with the intention to minimize the existing gaps in the literature. The major limitation of the available search and QA systems is that they lack a way of measuring whether a user is satisfied with the information provided. This was our motivation to propose a reinforcement learning formulation to the complex question answering problem. Next, we presented an integer linear programming formulation where sentence compression models were applied for the query-focused multi-document summarization task in order to investigate if sentence compression improves the overall performance. Both compression and summarization were considered as global optimization problems. We also investigated the impact of syntactic and semantic information in a graph-based random walk method for answering complex questions. Decomposing a complex question into a series of simple questions and then reusing the techniques developed for answering simple questions is an effective means of answering complex questions. We proposed a supervised approach for automatically learning good decompositions of complex questions in this work. A complex question often asks about a topic of user’s interest. Therefore, the problem of complex question decomposition closely relates to the problem of topic to question generation. We addressed this challenge and proposed a topic to question generation approach to enhance the scope of our problem domain

Experiments on generating questions about facts

This paper presents an approach to the problem of factual Question Generation. Factual questions are questions whose answers are specific facts: who?, what?, where?, when?. We enhanced a simple attribute-value (XML) language and its interpretation engine with context-sensitive primitives and added a linguistic layer deep enough for the overall system to score well on user satisfiability and the \u27linguistically well-founded\u27 criteria used to measure up language generation systems. Experiments with open-domain question generation on TREC-like data validate our claims and approach. © Springer-Verlag Berlin Heidelberg 2007