A model for providing emotion awareness and feedback using fuzzy logic in online learning

Monitoring users’ emotive states and using that information for providing feedback and scaffolding is crucial. In the learning context, emotions can be used to increase students’ attention as well as to improve memory and reasoning. In this context, tutors should be prepared to create affective learning situations and encourage collaborative knowledge construction as well as identify those students’ feelings which hinder learning process. In this paper, we propose a novel approach to label affective behavior in educational discourse based on fuzzy logic, which enables a human or virtual tutor to capture students’ emotions, make students aware of their own emotions, assess these emotions and provide appropriate affective feedback. To that end, we propose a fuzzy classifier that provides a priori qualitative assessment and fuzzy qualifiers bound to the amounts such as few, regular and many assigned by an affective dictionary to every word. The advantage of the statistical approach is to reduce the classical pollution problem of training and analyzing the scenario using the same dataset. Our approach has been tested in a real online learning environment and proved to have a very positive influence on students’ learning performance.Peer ReviewedPostprint (author's final draft

A fuzzy-based approach for classifying students' emotional states in online collaborative work

(c) 2016 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other users, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works for resale or redistribution to servers or lists, or reuse of any copyrighted components of this work in other works.Emotion awareness is becoming a key aspect in collaborative work at academia, enterprises and organizations that use collaborative group work in their activity. Due to pervasiveness of ICT's, most of collaboration can be performed through communication media channels such as discussion forums, social networks, etc. The emotive state of the users while they carry out their activity such as collaborative learning at Universities or project work at enterprises and organizations influences very much their performance and can actually determine the final learning or project outcome. Therefore, monitoring the users' emotive states and using that information for providing feedback and scaffolding is crucial. To this end, automated analysis over data collected from communication channels is a useful source. In this paper, we propose an approach to process such collected data in order to classify and assess emotional states of involved users and provide them feedback accordingly to their emotive states. In order to achieve this, a fuzzy approach is used to build the emotive classification system, which is fed with data from ANEW dictionary, whose words are bound to emotional weights and these, in turn, are used to map Fuzzy sets in our proposal. The proposed fuzzy-based system has been evaluated using real data from collaborative learning courses in an academic context.Peer ReviewedPostprint (author's final draft

Using COTS Search Engines and Custom Query Strategies at CLEF

This paper presents a system for bilingual information retrieval using commercial off-the-shelf search engines (COTS). Several custom query construction, expansion and translation strategies are compared. We present the experiments and the corresponding results for the CLEF 2004 event

A cell outage management framework for dense heterogeneous networks

In this paper, we present a novel cell outage management (COM) framework for heterogeneous networks with split control and data planes-a candidate architecture for meeting future capacity, quality-of-service, and energy efficiency demands. In such an architecture, the control and data functionalities are not necessarily handled by the same node. The control base stations (BSs) manage the transmission of control information and user equipment (UE) mobility, whereas the data BSs handle UE data. An implication of this split architecture is that an outage to a BS in one plane has to be compensated by other BSs in the same plane. Our COM framework addresses this challenge by incorporating two distinct cell outage detection (COD) algorithms to cope with the idiosyncrasies of both data and control planes. The COD algorithm for control cells leverages the relatively larger number of UEs in the control cell to gather large-scale minimization-of-drive-test report data and detects an outage by applying machine learning and anomaly detection techniques. To improve outage detection accuracy, we also investigate and compare the performance of two anomaly-detecting algorithms, i.e., k-nearest-neighbor- and local-outlier-factor-based anomaly detectors, within the control COD. On the other hand, for data cell COD, we propose a heuristic Grey-prediction-based approach, which can work with the small number of UE in the data cell, by exploiting the fact that the control BS manages UE-data BS connectivity and by receiving a periodic update of the received signal reference power statistic between the UEs and data BSs in its coverage. The detection accuracy of the heuristic data COD algorithm is further improved by exploiting the Fourier series of the residual error that is inherent to a Grey prediction model. Our COM framework integrates these two COD algorithms with a cell outage compensation (COC) algorithm that can be applied to both planes. Our COC solution utilizes an actor-critic-based reinforcement learning algorithm, which optimizes the capacity and coverage of the identified outage zone in a plane, by adjusting the antenna gain and transmission power of the surrounding BSs in that plane. The simulation results show that the proposed framework can detect both data and control cell outage and compensate for the detected outage in a reliable manner

Teaching machine translation and translation technology: a contrastive study

The Machine Translation course at Dublin City University is taught to undergraduate students in Applied Computational Linguistics, while Computer-Assisted Translation is taught on two translator-training programmes, one undergraduate and one postgraduate. Given the differing backgrounds of these sets of students, the course material, methods of teaching and assessment all differ. We report here on our experiences of teaching these courses over a number of years, which we hope will be of interest to lecturers of similar existing courses, as well as providing a reference point for others who may be considering the introduction of such material