3,652 research outputs found

    The BURCHAK corpus: a Challenge Data Set for Interactive Learning of Visually Grounded Word Meanings

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    We motivate and describe a new freely available human-human dialogue dataset for interactive learning of visually grounded word meanings through ostensive definition by a tutor to a learner. The data has been collected using a novel, character-by-character variant of the DiET chat tool (Healey et al., 2003; Mills and Healey, submitted) with a novel task, where a Learner needs to learn invented visual attribute words (such as " burchak " for square) from a tutor. As such, the text-based interactions closely resemble face-to-face conversation and thus contain many of the linguistic phenomena encountered in natural, spontaneous dialogue. These include self-and other-correction, mid-sentence continuations, interruptions, overlaps, fillers, and hedges. We also present a generic n-gram framework for building user (i.e. tutor) simulations from this type of incremental data, which is freely available to researchers. We show that the simulations produce outputs that are similar to the original data (e.g. 78% turn match similarity). Finally, we train and evaluate a Reinforcement Learning dialogue control agent for learning visually grounded word meanings, trained from the BURCHAK corpus. The learned policy shows comparable performance to a rule-based system built previously.Comment: 10 pages, THE 6TH WORKSHOP ON VISION AND LANGUAGE (VL'17

    Exploring User Satisfaction in a Tutorial Dialogue System

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    Abstract User satisfaction is a common evaluation metric in task-oriented dialogue systems, whereas tutorial dialogue systems are often evaluated in terms of student learning gain. However, user satisfaction is also important for such systems, since it may predict technology acceptance. We present a detailed satisfaction questionnaire used in evaluating the BEETLE II system (REVU-NL), and explore the underlying components of user satisfaction using factor analysis. We demonstrate interesting patterns of interaction between interpretation quality, satisfaction and the dialogue policy, highlighting the importance of more finegrained evaluation of user satisfaction

    On the Development of Adaptive and User-Centred Interactive Multimodal Interfaces

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    Multimodal systems have attained increased attention in recent years, which has made possible important improvements in the technologies for recognition, processing, and generation of multimodal information. However, there are still many issues related to multimodality which are not clear, for example, the principles that make it possible to resemble human-human multimodal communication. This chapter focuses on some of the most important challenges that researchers have recently envisioned for future multimodal interfaces. It also describes current efforts to develop intelligent, adaptive, proactive, portable and affective multimodal interfaces

    Towards the Use of Dialog Systems to Facilitate Inclusive Education

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    Continuous advances in the development of information technologies have currently led to the possibility of accessing learning contents from anywhere, at anytime, and almost instantaneously. However, accessibility is not always the main objective in the design of educative applications, specifically to facilitate their adoption by disabled people. Different technologies have recently emerged to foster the accessibility of computers and new mobile devices, favoring a more natural communication between the student and the developed educative systems. This chapter describes innovative uses of multimodal dialog systems in education, with special emphasis in the advantages that they provide for creating inclusive applications and learning activities

    Supporting Constructive Learning with a Feedback Planner

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    A promising approach to constructing more effective computer tutors is implementing tutorial strategies that extend over multiple turns. This means that computer tutors must deal with (1) failure, (2) interruptions, (3) the need to revise their tactics, and (4) basic dialogue phenomena such as acknowledgment. To deal with these issues, we need to combine ITS technology with advances from robotics and computational linguistics. We can use reactive planning techniques from robotics to allow us to modify tutorial plans, adapting them to student input. Computational linguistics will give us guidance in handling communication management as well as building a reusable architecture for tutorial dialogue systems. A modular and reusable architecture is critical given the difficulty in constructing tutorial dialogue systems and the many domains to which we would like to apply them. In this paper, we propose such an architecture and discuss how a reactive planner in the context of this architecture can implement multi-turn tutorial strategies

    Agent Simulation to Develop Interactive and User-Centered Conversational Agents

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    Proceedings of: International Symposium on Distributed Computing and Artificial Intelligence (DCAI 2011). Salamanca, 06-08 April 2011.In this paper, we present a technique for developing user simulators which are able to interact and evaluate conversational agents. Our technique is based on a statistical model that is automatically learned from a dialog corpus. This model is used by the user simulator to provide the following answer taking into account the complete history of the interaction. The main objective of our proposal is not only to evaluate the conversational agent, but also to improve this agent by employing the simulated dialogs to learn a better dialog model. We have applied this technique to design and evaluate a conversational agent which provides academic information in a multi-agent system. The results of the evaluation show that the conversational agent reduces the time needed to fulfill to complete the the dialogs, thereby allowing the conversational agent to tackle new situations and generate new coherent answers for the situations already present in an initial model.Funded by projects CICYT TIN2008-06742-C02-02/TSI, CICYT TEC2008-06732-C02- 02/TEC, CAM CONTEXTS (S2009/TIC-1485), and DPS2008-07029-C02-02.Publicad

    Hacia una educación inclusiva y personalizada mediante el uso de los sistemas de diálogo multimodal

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    Los continuos avances en el desarrollo de tecnologías de la información han dado lugar actualmente a la posibilidad de acceder a los contenidos educativos desde cualquier lugar, en cualquier momento y de forma casi instantánea. Sin embargo, la accesibilidad no es siempre considerada como criterio principal en el diseño de aplicaciones educativas, especialmente para facilitar su utilización por parte de personas con discapacidad. Diferentes tecnologías han surgido recientemente para fomentar la accesibilidad a las nuevas tecnologías y dispositivos móviles, favoreciendo una comunicación más natural con los sistemas educativos. En este artículo se describe el uso innovador de los sistemas de diálogo multimodales en el campo de la educación, con un especial énfasis en la descripción de las ventajas que ofrecen para la creación de aplicaciones educativas inclusivas y adaptadas a la evolución de los estudiantes.Continuous advances in the development of information technologies have currently led to the possibility of accessing learning contents from anywhere, at anytime and almost instantaneously. However, accessibility is not always the main objective in the design of educative applications, specifically to facilitate their adoption by disabled people. Different technologies have recently emerged to foster the accessibility of computers and new mobile devices favouring a more natural communication between the student and the developed educative systems. This paper describes innovative uses of multimodal dialog systems in education, with special emphasis in the advantages that they provide for creating inclusive applications and adapted to the students specific evolution.Trabajo parcialmente financiado por los proyectos MINECO TEC2012-37832-C02-01, CICYT TEC2011-28626-C02-02, CAM CONTEXTS (S2009/TIC-1485) y TRA2010-20225-C03-01.Publicad
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