A Robust and Efficient Three-Layered Dialogue Component for a Speech-to-Speech Translation System

We present the dialogue component of the speech-to-speech translation system VERBMOBIL. In contrast to conventional dialogue systems it mediates the dialogue while processing maximally 50% of the dialogue in depth. Special requirements like robustness and efficiency lead to a 3-layered hybrid architecture for the dialogue module, using statistics, an automaton and a planner. A dialogue memory is constructed incrementally.Comment: Postscript file, compressed and uuencoded, 15 pages, to appear in Proceedings of EACL-95, Dublin

Be bold and take a challenge: could motivational strategies improve help-seeking?

Part of the motivation behind the evolution of learning environments is the idea of providing students with individualized instructional strategies that allow them to learn as much as possible. It has been suggested that the goals an individual holds create a framework or orientation from which they react and respond to events. There is a large evidence-based literature which supports the notion of mastery and performance approaches to learning and which identifies distinct behavioural patterns associated with each. However, it remains unclear how these orientations manifest themselves within the individual: an important question to address when applying goal theory to the development of a goal-sensitive learner model. This paper exposes some of these issues by describing two empirical studies. They approach the subject from different perspectives, one from the implementation of an affective computing system and the other a classroom-based study, have both encountered the same empirical and theoretical problems: the dispositional/situational aspect and the dimensionality of goal orientation

I Probe, Therefore I Am: Designing a Virtual Journalist with Human Emotions

By utilizing different communication channels, such as verbal language, gestures or facial expressions, virtually embodied interactive humans hold a unique potential to bridge the gap between human-computer interaction and actual interhuman communication. The use of virtual humans is consequently becoming increasingly popular in a wide range of areas where such a natural communication might be beneficial, including entertainment, education, mental health research and beyond. Behind this development lies a series of technological advances in a multitude of disciplines, most notably natural language processing, computer vision, and speech synthesis. In this paper we discuss a Virtual Human Journalist, a project employing a number of novel solutions from these disciplines with the goal to demonstrate their viability by producing a humanoid conversational agent capable of naturally eliciting and reacting to information from a human user. A set of qualitative and quantitative evaluation sessions demonstrated the technical feasibility of the system whilst uncovering a number of deficits in its capacity to engage users in a way that would be perceived as natural and emotionally engaging. We argue that naturalness should not always be seen as a desirable goal and suggest that deliberately suppressing the naturalness of virtual human interactions, such as by altering its personality cues, might in some cases yield more desirable results.Comment: eNTERFACE16 proceeding

Challenges in Transcribing Multimodal Data: A Case Study

open2siComputer-mediated communication (CMC) once meant principally text-based communication mediated by computers, but rapid technological advances in recent years have heralded an era of multimodal communication with a growing emphasis on audio and video synchronous interaction. As CMC, in all its variants (text chats, video chats, forums, blogs, SMS, etc.), has become normalized practice in personal and professional lives, educational initiatives, particularly language teaching and learning, are following suit. For researchers interested in exploring learner interactions in complex technology-supported learning environments, new challenges inevitably emerge. This article looks at the challenges of transcribing and representing multimodal data (visual, oral, and textual) when engaging in computer-assisted language learning research. When transcribing and representing such data, the choices made depend very much on the specific research questions addressed, hence in this paper we explore these challenges through discussion of a specific case study where the researchers were seeking to explore the emergence of identity through interaction in an online, multimodal situated space. Given the limited amount of literature addressing the transcription of online multimodal communication, it is felt that this article is a timely contribution to researchers interested in exploring interaction in CMC language and intercultural learning environments.Cited 10 times as of November 2020 including the prestigious Language Learning Sans Frontiers: A Translanguaging View L Wei, WYJ Ho - Annual Review of Applied Linguistics, 2018 - cambridge.org In this article, we present an analytical approach that focuses on how transnational and translingual learners mobilize their multilingual, multimodal, and multisemiotic repertoires, as well as their learning and work experiences, as resources in language learning. The … Cited by 23 Related articles All 11 versionsopenFrancesca, Helm; Melinda DoolyHelm, Francesca; Melinda, Dool

Moving between virtual and real worlds: second language learning through massively multiplayer online role playing games (MMORPGs)

Massively Multiplayer Online Role Playing Games (MMORPGs) bring players together in a large virtual community. This type of online gaming can serve many purposes such as entertainment, social interaction, information exchange and education and is now an integral part of many people's lives particularly the younger generation. This research study investigates the use of openly available MMORPGs to supplement second language teaching for higher education students. MMORPGs provide informal virtual worlds in which students can communicate in their second language with people from across the globe. The research approach combines ethnography and action research in the virtual and real worlds. In the real world the researcher observes the interaction with the MMORPGs by the students both through their informal discussion in the classroom and through screen video captures of their game play in the MMORPG. In addition the researcher takes on the role of a character within the MMORPG allowing for observation inside the virtual world from the viewpoint of another game character. Through action research, the researcher observes, plans and then interacts with the students' MMORPG characters within the game. This enables the researcher to provide anonymous but tailored support to the students including advice on the game play, a confidence boost where needed, a friendly face where needed and some support around language issues. In the real world, action research is also used to provide tutorial exercises and discussions based on the students' experiences with the MMORPG, facilitating further enhancement opportunities for their language development. This paper concludes that MMORPGs provide a safe, relaxed and engaging environment in which students can practice and improve their language skills

Learning when out and about

[Introduction] Mobile digital devices such as tablet computers and smartphones (mobile phones that can run apps and access the Internet), enable learners to access learning materials while out and about during their daily lives. This enables networked digital learning to move from beyond the classroom and to become part of everyday routines. Smartphones and tablets are increasingly likely to be the first devices a wide range of people will turn to for technology enhanced learning, incorporated into their everyday activities and carried with them. Learning becomes ubiquitous, making use of ‘domesticated’ technologies that serve a variety of purposes in daily life. In this chapter, we consider how smartphones can trigger location specific learning resources to support adults learning languages when out and about, and consider two projects, MASELTOV and SALSA. There has been increased interest in exploring the potential of ‘smart cities’ – urban environments with high-tech infrastructures – to support learning. We look at an example, the SALSA project, where a combination of smartphones, location-based technologies and learning resources has been used to prompt language learners, and to understand whether this motivates them to extend their learning