"Alexa, Can I Program You?": Student Perceptions of Conversational Artificial Intelligence Before and After Programming Alexa

Growing up in an artificial intelligence-filled world, with Siri and Amazon Alexa often within arm's - or speech's - reach, could have significant impact on children. Conversational agents could influence how students anthropomorphize computer systems or develop a theory of mind. Previous research has explored how conversational agents are used and perceived by children within and outside of learning contexts. This study investigates how middle and high school students' perceptions of Alexa change through programming their own conversational agents in week-long AI education workshops. Specifically, we investigate the workshops' influence on student perceptions of Alexa's intelligence, friendliness, aliveness, safeness, trustworthiness, human-likeness, and feelings of closeness. We found that students felt Alexa was more intelligent and felt closer to Alexa after the workshops. We also found strong correlations between students' perceptions of Alexa's friendliness and trustworthiness, and safeness and trustworthiness. Finally, we explored how students tended to more frequently use computer science-related diction and ideas after the workshops. Based on our findings, we recommend designers carefully consider personification, transparency, playfulness and utility when designing CAs for learning contexts.Comment: 16 pages, 6 figure

Annual Report 2019-2020

LETTER FROM THE DEAN As I write this letter wrapping up the 2019-20 academic year, we remain in a global pandemic that has profoundly altered our lives. While many things have changed, some stayed the same: our CDM community worked hard, showed up for one another, and continued to advance their respective fields. A year that began like many others changed swiftly on March 11th when the University announced that spring classes would run remotely. By March 28th, the first day of spring quarter, we had moved 500 CDM courses online thanks to the diligent work of our faculty, staff, and instructional designers. But CDM’s work went beyond the (virtual) classroom. We mobilized our makerspaces to assist in the production of personal protective equipment for Illinois healthcare workers, participated in COVID-19 research initiatives, and were inspired by the innovative ways our student groups learned to network. You can read more about our response to the COVID-19 pandemic on pgs. 17-19. Throughout the year, our students were nationally recognized for their skills and creative work while our faculty were published dozens of times and screened their films at prestigious film festivals. We added a new undergraduate Industrial Design program, opened a second makerspace on the Lincoln Park Campus, and created new opportunities for Chicago youth. I am pleased to share with you the College of Computing and Digital Media’s (CDM) 2019-20 annual report, highlighting our collective accomplishments. David MillerDeanhttps://via.library.depaul.edu/cdmannual/1003/thumbnail.jp

On the Use of Parsing for Named Entity Recognition

[Abstract] Parsing is a core natural language processing technique that can be used to obtain the structure underlying sentences in human languages. Named entity recognition (NER) is the task of identifying the entities that appear in a text. NER is a challenging natural language processing task that is essential to extract knowledge from texts in multiple domains, ranging from financial to medical. It is intuitive that the structure of a text can be helpful to determine whether or not a certain portion of it is an entity and if so, to establish its concrete limits. However, parsing has been a relatively little-used technique in NER systems, since most of them have chosen to consider shallow approaches to deal with text. In this work, we study the characteristics of NER, a task that is far from being solved despite its long history; we analyze the latest advances in parsing that make its use advisable in NER settings; we review the different approaches to NER that make use of syntactic information; and we propose a new way of using parsing in NER based on casting parsing itself as a sequence labeling task.Xunta de Galicia; ED431C 2020/11Xunta de Galicia; ED431G 2019/01This work has been funded by MINECO, AEI and FEDER of UE through the ANSWER-ASAP project (TIN2017-85160-C2-1-R); and by Xunta de Galicia through a Competitive Reference Group grant (ED431C 2020/11). CITIC, as Research Center of the Galician University System, is funded by the Consellería de Educación, Universidade e Formación Profesional of the Xunta de Galicia through the European Regional Development Fund (ERDF/FEDER) with 80%, the Galicia ERDF 2014-20 Operational Programme, and the remaining 20% from the Secretaría Xeral de Universidades (Ref. ED431G 2019/01). Carlos Gómez-Rodríguez has also received funding from the European Research Council (ERC), under the European Union’s Horizon 2020 research and innovation programme (FASTPARSE, Grant No. 714150)

Fairness in Algorithmic Decision Making: An Excursion Through the Lens of Causality

As virtually all aspects of our lives are increasingly impacted by algorithmic decision making systems, it is incumbent upon us as a society to ensure such systems do not become instruments of unfair discrimination on the basis of gender, race, ethnicity, religion, etc. We consider the problem of determining whether the decisions made by such systems are discriminatory, through the lens of causal models. We introduce two definitions of group fairness grounded in causality: fair on average causal effect (FACE), and fair on average causal effect on the treated (FACT). We use the Rubin-Neyman potential outcomes framework for the analysis of cause-effect relationships to robustly estimate FACE and FACT. We demonstrate the effectiveness of our proposed approach on synthetic data. Our analyses of two real-world data sets, the Adult income data set from the UCI repository (with gender as the protected attribute), and the NYC Stop and Frisk data set (with race as the protected attribute), show that the evidence of discrimination obtained by FACE and FACT, or lack thereof, is often in agreement with the findings from other studies. We further show that FACT, being somewhat more nuanced compared to FACE, can yield findings of discrimination that differ from those obtained using FACE.Comment: 7 pages, 2 figures, 2 tables.To appear in Proceedings of the International Conference on World Wide Web (WWW), 201