Web-based learning through mixed-initiative interactions : design and implimentation

Mixed-initiative interaction is a naturally-occurring feature of human-human interactions. It characterize by turn-taking, frequent change of focus, agenda and control among the “speakers”. This human-based mixed-initiative interaction can be implemented through a mixed-initiative systems which are a popular approach to building intelligent systems that can collaborate naturally and effectively with people. Mixed-initiative systems exhibit various degrees of involvement in regards to the initiatives taken by the user or the system. In any discourse, the initiative may be shared between either, a learner and a system agent, or between two independent system agents. Both the parties in question establish and maintain a common goal and context, and proceed with an interaction mechanism involving initiative taking that optimizes their progress towards the goal. However, the application of mixed-initiative interaction in web-based learning is very much limited. In this paper, we discuss the design and implementation of a web-based learning system through mixedinitiative system known as JavaLearn. JavaLearn allows the interaction between the system (in the form of a software agent) and the individual learner. Here, the system supports the learning through a problem solving activity by demanding active learning behaviour from the learner with minimal natural language understanding by the agent and embodies the application-dependent aspects of the discourse. It guides the learner to solve the problem by giving adaptive advice, hints and engage the learner in the real time interaction in the form of “conversation”. The principal features of this system are: It is adaptive and are based on reflection, observation and relation. The system acquires its intelligence through the finite state machine and rule-based agents. (Abstract by authors

Collaborative trails in e-learning environments

This deliverable focuses on collaboration within groups of learners, and hence collaborative trails. We begin by reviewing the theoretical background to collaborative learning and looking at the kinds of support that computers can give to groups of learners working collaboratively, and then look more deeply at some of the issues in designing environments to support collaborative learning trails and at tools and techniques, including collaborative filtering, that can be used for analysing collaborative trails. We then review the state-of-the-art in supporting collaborative learning in three different areas – experimental academic systems, systems using mobile technology (which are also generally academic), and commercially available systems. The final part of the deliverable presents three scenarios that show where technology that supports groups working collaboratively and producing collaborative trails may be heading in the near future

A virtual diary companion

Chatbots and embodied conversational agents show turn based conversation behaviour. In current research we almost always assume that each utterance of a human conversational partner should be followed by an intelligent and/or empathetic reaction of chatbot or embodied agent. They are assumed to be alert, trying to please the user. There are other applications which have not yet received much attention and which require a more patient or relaxed attitude, waiting for the right moment to provide feedback to the human partner. Being able and willing to listen is one of the conditions for being successful. In this paper we have some observations on listening behaviour research and introduce one of our applications, the virtual diary companion

Meetings and Meeting Modeling in Smart Environments

In this paper we survey our research on smart meeting rooms and its relevance for augmented reality meeting support and virtual reality generation of meetings in real time or off-line. The research reported here forms part of the European 5th and 6th framework programme projects multi-modal meeting manager (M4) and augmented multi-party interaction (AMI). Both projects aim at building a smart meeting environment that is able to collect multimodal captures of the activities and discussions in a meeting room, with the aim to use this information as input to tools that allow real-time support, browsing, retrieval and summarization of meetings. Our aim is to research (semantic) representations of what takes place during meetings in order to allow generation, e.g. in virtual reality, of meeting activities (discussions, presentations, voting, etc.). Being able to do so also allows us to look at tools that provide support during a meeting and at tools that allow those not able to be physically present during a meeting to take part in a virtual way. This may lead to situations where the differences between real meeting participants, human-controlled virtual participants and (semi-) autonomous virtual participants disappear

Player agency in interactive narrative: audience, actor & author

The question motivating this review paper is, how can computer-based interactive narrative be used as a constructivist learn- ing activity? The paper proposes that player agency can be used to link interactive narrative to learner agency in constructivist theory, and to classify approaches to interactive narrative. The traditional question driving research in interactive narrative is, ‘how can an in- teractive narrative deal with a high degree of player agency, while maintaining a coherent and well-formed narrative?’ This question derives from an Aristotelian approach to interactive narrative that, as the question shows, is inherently antagonistic to player agency. Within this approach, player agency must be restricted and manip- ulated to maintain the narrative. Two alternative approaches based on Brecht’s Epic Theatre and Boal’s Theatre of the Oppressed are reviewed. If a Boalian approach to interactive narrative is taken the conflict between narrative and player agency dissolves. The question that emerges from this approach is quite different from the traditional question above, and presents a more useful approach to applying in- teractive narrative as a constructivist learning activity

"How May I Help You?": Modeling Twitter Customer Service Conversations Using Fine-Grained Dialogue Acts

Given the increasing popularity of customer service dialogue on Twitter, analysis of conversation data is essential to understand trends in customer and agent behavior for the purpose of automating customer service interactions. In this work, we develop a novel taxonomy of fine-grained "dialogue acts" frequently observed in customer service, showcasing acts that are more suited to the domain than the more generic existing taxonomies. Using a sequential SVM-HMM model, we model conversation flow, predicting the dialogue act of a given turn in real-time. We characterize differences between customer and agent behavior in Twitter customer service conversations, and investigate the effect of testing our system on different customer service industries. Finally, we use a data-driven approach to predict important conversation outcomes: customer satisfaction, customer frustration, and overall problem resolution. We show that the type and location of certain dialogue acts in a conversation have a significant effect on the probability of desirable and undesirable outcomes, and present actionable rules based on our findings. The patterns and rules we derive can be used as guidelines for outcome-driven automated customer service platforms.Comment: 13 pages, 6 figures, IUI 201

Pro-active Meeting Assistants : Attention Please!

This paper gives an overview of pro-active meeting assistants, what they are and when they can be useful. We explain how to develop such assistants with respect to requirement definitions and elaborate on a set of Wizard of Oz experiments, aiming to find out in which form a meeting assistant should operate to be accepted by participants and whether the meeting effectiveness and efficiency can be improved by an assistant at all