1,027 research outputs found

    Designing and Implementing Embodied Agents: Learning from Experience

    Get PDF
    In this paper, we provide an overview of part of our experience in designing and implementing some of the embodied agents and talking faces that we have used for our research into human computer interaction. We focus on the techniques that were used and evaluate this with respect to the purpose that the agents and faces were to serve and the costs involved in producing and maintaining the software. We discuss the function of this research and development in relation to the educational programme of our graduate students

    Towards Effective Tutorial Feedback for Explanation Questions: A Dataset and Baselines

    Get PDF
    This paper proposes a new shared task on grading student answers with the goal of enabling well-targeted and flexible feedback in a tutorial dialogue setting

    AI in Education as a methodology for enabling educational evidence-based practice

    Get PDF
    Evidence based practice (EBP) is of critical importance in Education where, increasingly, emphasis is placed on the need to equip teachers with an ability to independently generate evidence of their best practices in situ. Such contextualised evidence is seen as the key to in- forming educational practices more generally. One of the key challenges related to EBP lies in the paucity of methods that would allow educa- tional practitioners to generate evidence of their practices at a low-level of detail in a way that is inspectable and reproducible by others. This position paper focuses on the utility and relevance of AI methods of knowledge elicitation and knowledge representation as a means for sup- porting educational evidence-based practices through action research. AI offers methods whose service extends beyond building of ILEs and into real-world teaching practices, whereby teachers can acquire and apply computational design thinking needed to generate the evidence of in- terest. This opens a new dimension for AIEd as a field, i.e. one that demonstrates explicitly the continuing pertinence and a maturing reci- procity of the relationship between AI and Education

    Inattention-Management Middleware for Human-in-the-Loop Multi-Display Applications

    Get PDF
    Operator inattention is an important and unsolved problem in mission critical multi-display systems where a single or a group of operators continuously monitor information flows on distributed displays. In this paper we present a novel system solution to this problem and a middleware for supporting flexible attention-aware applications for a variety of domains. Some of the most significant functionality includes direct querying of the application’s attention state, custom callback definitions to be executed on specific attention events or application updates, inter-application message routing, and pushing custom notification with relative location information to any other registered application. We evaluate our middleware by developing three applications that both demonstrate the efficacy and versatility of the system and provide performance estimates in terms of latency as a function of payload size

    SIMDAT

    No full text

    Computational Approaches to Measuring the Similarity of Short Contexts : A Review of Applications and Methods

    Full text link
    Measuring the similarity of short written contexts is a fundamental problem in Natural Language Processing. This article provides a unifying framework by which short context problems can be categorized both by their intended application and proposed solution. The goal is to show that various problems and methodologies that appear quite different on the surface are in fact very closely related. The axes by which these categorizations are made include the format of the contexts (headed versus headless), the way in which the contexts are to be measured (first-order versus second-order similarity), and the information used to represent the features in the contexts (micro versus macro views). The unifying thread that binds together many short context applications and methods is the fact that similarity decisions must be made between contexts that share few (if any) words in common.Comment: 23 page

    Supporting Peer Help and Collaboration in Distributed Workplace Environments

    Get PDF
    Special Issue on Computer Supported Collaborative LearningIncreasingly, organizations are geographically distributed with activities coordinated and integrated through the use of information technology. Such organizations face constant change and the corresponding need for continual learning and renewal of their workers. In this paper we describe a prototype system called PHelpS (Peer Help System) that facilitates workers in carrying out such "life long learning". PHelpS supports workers as they perform their tasks, offers assistance in finding peer helpers when required, and mediates communication on task-related topics. When a worker runs into difficulty in carrying out a task, PHelpS provides a list of other workers who are ready, willing and able to help him or her. The worker then selects a particular helper with PHelpS supporting the subsequent help interaction. The PHelpS system acts as a facilitator to stimulate learning and collaboration, rather than as a directive agent imposing its perspectives on the workers. In this way PHelpS facilitates the creation of extensive informal peer help networks, where workers help one another with tasks and opens up new research avenues for further exploration of AI-based computer-supported collaborative learning. (http://aied.inf.ed.ac.uk/members98/archive/vol_9/greer/full.html

    Instruction based on computer simulations

    Get PDF
    Excerpts available at Google Books. For integral text, see publisher's website : http://www.routledge.com/books/details/9780415804615/"Introduction : In the scientific debate on what is the best approach to teaching and learning, a recurring question concerns who should lead the learning process, the teacher or the learner (see e.g., Tobias & Duffy, 2009) ? Poistions takens vary from a preference for direct, expository, teacher-led instruction (Kirschner, Sweller, & Clark, 2006) to fully open student-centered approaches that can be called pure discovery methods (e.g., Papert, 1980), with intermediate positions represented by more or less guided discovery methods (e.g., Mayer, 2004). This discussion also is a recurring theme in this chapter." (http://books.google.fr/books?id=cCD_thHjuxEC&pg=PA446&lpg=PA446&dq=Instruction+based+on+computer+simulations+de+jong&source=bl&ots=tOJ7FdkZow&sig=s8W6OnyU3H7iRLm7wqISfu6CAYE&hl=fr&ei=AZGATviHDMuV0QXewI3KCQ&sa=X&oi=book_result&ct=result&resnum=3&ved=0CDoQ6AEwAg#v=onepage&q=Instruction%20based%20on%20computer%20simulations%20de%20jong&f=false
    • 

    corecore