Using Natural Language as Knowledge Representation in an Intelligent Tutoring System

Knowledge used in an intelligent tutoring system to teach students is usually acquired from authors who are experts in the domain. A problem is that they cannot directly add and update knowledge if they don’t learn formal language used in the system. Using natural language to represent knowledge can allow authors to update knowledge easily. This thesis presents a new approach to use unconstrained natural language as knowledge representation for a physics tutoring system so that non-programmers can add knowledge without learning a new knowledge representation. This approach allows domain experts to add not only problem statements, but also background knowledge such as commonsense and domain knowledge including principles in natural language. Rather than translating into a formal language, natural language representation is directly used in inference so that domain experts can understand the internal process, detect knowledge bugs, and revise the knowledgebase easily. In authoring task studies with the new system based on this approach, it was shown that the size of added knowledge was small enough for a domain expert to add, and converged to near zero as more problems were added in one mental model test. After entering the no-new-knowledge state in the test, 5 out of 13 problems (38 percent) were automatically solved by the system without adding new knowledge

Reasoning & Querying – State of the Art

Various query languages for Web and Semantic Web data, both for practical use and as an area of research in the scientific community, have emerged in recent years. At the same time, the broad adoption of the internet where keyword search is used in many applications, e.g. search engines, has familiarized casual users with using keyword queries to retrieve information on the internet. Unlike this easy-to-use querying, traditional query languages require knowledge of the language itself as well as of the data to be queried. Keyword-based query languages for XML and RDF bridge the gap between the two, aiming at enabling simple querying of semi-structured data, which is relevant e.g. in the context of the emerging Semantic Web. This article presents an overview of the field of keyword querying for XML and RDF

Does BLEU Score Work for Code Migration?

Statistical machine translation (SMT) is a fast-growing sub-field of computational linguistics. Until now, the most popular automatic metric to measure the quality of SMT is BiLingual Evaluation Understudy (BLEU) score. Lately, SMT along with the BLEU metric has been applied to a Software Engineering task named code migration. (In)Validating the use of BLEU score could advance the research and development of SMT-based code migration tools. Unfortunately, there is no study to approve or disapprove the use of BLEU score for source code. In this paper, we conducted an empirical study on BLEU score to (in)validate its suitability for the code migration task due to its inability to reflect the semantics of source code. In our work, we use human judgment as the ground truth to measure the semantic correctness of the migrated code. Our empirical study demonstrates that BLEU does not reflect translation quality due to its weak correlation with the semantic correctness of translated code. We provided counter-examples to show that BLEU is ineffective in comparing the translation quality between SMT-based models. Due to BLEU's ineffectiveness for code migration task, we propose an alternative metric RUBY, which considers lexical, syntactical, and semantic representations of source code. We verified that RUBY achieves a higher correlation coefficient with the semantic correctness of migrated code, 0.775 in comparison with 0.583 of BLEU score. We also confirmed the effectiveness of RUBY in reflecting the changes in translation quality of SMT-based translation models. With its advantages, RUBY can be used to evaluate SMT-based code migration models.Comment: 12 pages, 5 figures, ICPC '19 Proceedings of the 27th International Conference on Program Comprehensio

Network Analysis with Stochastic Grammars

Digital forensics requires significant manual effort to identify items of evidentiary interest from the ever-increasing volume of data in modern computing systems. One of the tasks digital forensic examiners conduct is mentally extracting and constructing insights from unstructured sequences of events. This research assists examiners with the association and individualization analysis processes that make up this task with the development of a Stochastic Context -Free Grammars (SCFG) knowledge representation for digital forensics analysis of computer network traffic. SCFG is leveraged to provide context to the low-level data collected as evidence and to build behavior profiles. Upon discovering patterns, the analyst can begin the association or individualization process to answer criminal investigative questions. Three contributions resulted from this research. First , domain characteristics suitable for SCFG representation were identified and a step -by- step approach to adapt SCFG to novel domains was developed. Second, a novel iterative graph-based method of identifying similarities in context-free grammars was developed to compare behavior patterns represented as grammars. Finally, the SCFG capabilities were demonstrated in performing association and individualization in reducing the suspect pool and reducing the volume of evidence to examine in a computer network traffic analysis use case

Computer Aided Design and Grading for an Electronic Functional Programming Exam

Electronic exams (e-exams) have the potential to substantially reduce the effort required for conducting an exam through automation. Yet, care must be taken to sacrifice neither task complexity nor constructive alignment nor grading fairness in favor of automation. To advance automation in the design and fair grading of (functional programming) e-exams, we introduce the following: A novel algorithm to check Proof Puzzles based on finding correct sequences of proof lines that improves fairness compared to an existing, edit distance based algorithm; an open-source static analysis tool to check source code for task relevant features by traversing the abstract syntax tree; a higher-level language and open-source tool to specify regular expressions that makes creating complex regular expressions less error-prone. Our findings are embedded in a complete experience report on transforming a paper exam to an e-exam. We evaluated the resulting e-exam by analyzing the degree of automation in the grading process, asking students for their opinion, and critically reviewing our own experiences. Almost all tasks can be graded automatically at least in part (correct solutions can almost always be detected as such), the students agree that an e-exam is a fitting examination format for the course but are split on how well they can express their thoughts compared to a paper exam, and examiners enjoy a more time-efficient grading process while the point distribution in the exam results was almost exactly the same compared to a paper exam.Comment: In Proceedings TFPIE 2023, arXiv:2308.0611

BeSocratic: An Intelligent Tutoring System for the Recognition, Evaluation, and Analysis of Free-form Student Input

This dissertation describes a novel intelligent tutoring system, BeSocratic, which aims to help fill the gap between simple multiple-choice systems and free-response systems. BeSocratic focuses on targeting questions that are free-form in nature yet defined to the point which allows for automatic evaluation and analysis. The system includes a set of modules which provide instructors with tools to assess student performance. Beyond text boxes and multiple-choice questions, BeSocratic contains several modules that recognize, evaluate, provide feedback, and analyze student-drawn structures, including Euclidean graphs, chemistry molecules, computer science graphs, and simple drawings. Our system uses a visual, rule-based authoring system which enables the creation of activities for use within science, technology, engineering, and mathematics classrooms. BeSocratic records each action that students make within the system. Using a set of post-analysis tools, teachers have the ability to examine both individual and group performances. We accomplish this using hidden Markov model-based clustering techniques and visualizations. These visualizations can help teachers quickly identify common strategies and errors for large groups of students. Furthermore, analysis results can be used directly to improve activities through advanced detection of student errors and refined feedback. BeSocratic activities have been created and tested at several universities. We report specific results from several activities, and discuss how BeSocratic\u27s analysis tools are being used with data from other systems. We specifically detail two chemistry activities and one computer science activity: (1) an activity focused on improving mechanism use, (2) an activity which assesses student understanding of Gibbs energy, and (3) an activity which teaches students the fundamentals of splay trees. In addition to analyzing data collected from students within BeSocratic, we share our visualizations and results from analyzing data gathered with another educational system, PhET