Dialogue with computers: dialogue games in action

With the advent of digital personal assistants for mobile devices, systems that are marketed as engaging in (spoken) dialogue have reached a wider public than ever before. For a student of dialogue, this raises the question to what extent such systems are genuine dialogue partners. In order to address this question, this study proposes to use the concept of a dialogue game as an analytical tool. Thus, we reframe the question as asking for the dialogue games that such systems play. Our analysis, as applied to a number of landmark systems and illustrated with dialogue extracts, leads to a fine-grained classification of such systems. Drawing on this analysis, we propose that the uptake of future generations of more powerful dialogue systems will depend on whether they are self-validating. A self-validating dialogue system can not only talk and do things, but also discuss the why of what it says and does, and learn from such discussions

Reusable, Interactive, Multilingual Online Avatars

This paper details a system for delivering reusable, interactive multilingual avatars in online children’s games. The development of these avatars is based on the concept of an intelligent media object that can be repurposed across different productions. The system is both language and character independent, allowing content to be reused in a variety of contexts and locales. In the current implementation, the user is provided with an interactive animated robot character that can be dressed with a range of body parts chosen by the user in real-time. The robot character reacts to each selection of a new part in a different manner, relative to simple narrative constructs that define a number of scripted responses. Once configured, the robot character subsequently appears as a help avatar throughout the rest of the game. At time of writing, the system is currently in beta testing on the My Tiny Planets website to fully assess its effectiveness

A Survey of Available Corpora For Building Data-Driven Dialogue Systems: The Journal Version

During the past decade, several areas of speech and language understanding have witnessed substantial breakthroughs from the use of data-driven models. In the area of dialogue systems, the trend is less obvious, and most practical systems are still built through significant engineering and expert knowledge. Nevertheless, several recent results suggest that data-driven approaches are feasible and quite promising. To facilitate research in this area, we have carried out a wide survey of publicly available datasets suitable for data-driven learning of dialogue systems. We discuss important characteristics of these datasets, how they can be used to learn diverse dialogue strategies, and their other potential uses. We also examine methods for transfer learning between datasets and the use of external knowledge. Finally, we discuss appropriate choice of evaluation metrics for the learning objective

Improving Asynchronous Interview Interaction with Follow-up Question Generation

The user experience of an asynchronous video interview system, conventionally is not reciprocal or conversational. Interview applicants expect that, like a typical face-to-face interview, they are innate and coherent. We posit that the planned adoption of limited probing through follow-up questions is an important step towards improving the interaction. We propose a follow-up question generation model (followQG) capable of generating relevant and diverse follow-up questions based on the previously asked questions, and their answers. We implement a 3D virtual interviewing system, Maya, with capability of follow-up question generation. Existing asynchronous interviewing systems are not dynamic with scripted and repetitive questions. In comparison, Maya responds with relevant follow-up questions, a largely unexplored feature of irtual interview systems. We take advantage of the implicit knowledge from deep pre-trained language models to generate rich and varied natural language follow-up questions. Empirical results suggest that followQG generates questions that humans rate as high quality, achieving 77% relevance. A comparison with strong baselines of neural network and rule-based systems show that it produces better quality questions. The corpus used for fine-tuning is made publicly available

Agents for educational games and simulations

This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity

Enhancing Free-text Interactions in a Communication Skills Learning Environment

Learning environments frequently use gamification to enhance user interactions.Virtual characters with whom players engage in simulated conversations often employ prescripted dialogues; however, free user inputs enable deeper immersion and higher-order cognition. In our learning environment, experts developed a scripted scenario as a sequence of potential actions, and we explore possibilities for enhancing interactions by enabling users to type free inputs that are matched to the pre-scripted statements using Natural Language Processing techniques. In this paper, we introduce a clustering mechanism that provides recommendations for fine-tuning the pre-scripted answers in order to better match user inputs