Essential Feature - Cooperative Gameplay

Although single player and multiplayer is very important in today game, cooperative mode is an essential part of a great game. There are a lot of benefits of playing co-op mode in a game such as education and joy. Communicating, solving problems, handling stress, managing time, making decision, following instructions, acting fast as well as working in a team are skills that students can learn and practice while they are playing cooperative games. These skills are valuable for students to use in education and even in careers

Bayesian Nonparametric Multilevel Clustering with Group-Level Contexts

We present a Bayesian nonparametric framework for multilevel clustering which utilizes group-level context information to simultaneously discover low-dimensional structures of the group contents and partitions groups into clusters. Using the Dirichlet process as the building block, our model constructs a product base-measure with a nested structure to accommodate content and context observations at multiple levels. The proposed model possesses properties that link the nested Dirichlet processes (nDP) and the Dirichlet process mixture models (DPM) in an interesting way: integrating out all contents results in the DPM over contexts, whereas integrating out group-specific contexts results in the nDP mixture over content variables. We provide a Polya-urn view of the model and an efficient collapsed Gibbs inference procedure. Extensive experiments on real-world datasets demonstrate the advantage of utilizing context information via our model in both text and image domains.Comment: Full version of ICML 201

More than 41% of the zeros of the zeta function are on the critical line

We prove that more than 41% of the zeros of the zeta function are on the critical line.Comment: 23 pages; v2: added a new paragraph on pp.1-2, minor correction

Robust Dialog State Tracking for Large Ontologies

The Dialog State Tracking Challenge 4 (DSTC 4) differentiates itself from the previous three editions as follows: the number of slot-value pairs present in the ontology is much larger, no spoken language understanding output is given, and utterances are labeled at the subdialog level. This paper describes a novel dialog state tracking method designed to work robustly under these conditions, using elaborate string matching, coreference resolution tailored for dialogs and a few other improvements. The method can correctly identify many values that are not explicitly present in the utterance. On the final evaluation, our method came in first among 7 competing teams and 24 entries. The F1-score achieved by our method was 9 and 7 percentage points higher than that of the runner-up for the utterance-level evaluation and for the subdialog-level evaluation, respectively.Comment: Paper accepted at IWSDS 201

A probabilistic framework for tracking in wide-area environments

Surveillance in wide-area spatial environments is characterised by complex spatial layouts, large state space, and the use of multiple cameras/sensors. To solve this problem, there is a need for representing the dynamic and noisy data in the tracking tasks, and dealing with them at different levels of detail. This requirement is particularly suited to the Layered Dynamic Probabilistic Network (LDPN), a special type of Dynamic Probabilistic Network (DPN). In this paper, we propose the use of LDPN as the integrated framework for tracking in wide-area environments. We illustrate, with the help of a synthetic tracking scenario, how the parameters of the LDPN can be estimated from training data, and then used to draw predictions and answer queries about unseen tracks at various levels of detail.<br /

Vietnamese students learning the semantics of English prepositions

Prepositions are significant in sentences because they are used as markers to join words and phrases into a sentence. Teachers usually teach prepositions by providing students with explanations about the usage of prepositions and then gives examples as illustrations. These examples are often accompanied by vivid pictures. This method, however, does not provide students information on how to analyze the different senses of prepositions. This current study, thus, aims to explore the effectiveness and students’ opinions of new pedagogical instructions on ten English prepositions, namely above, among, at, behind, beside, between, in, in front of, on and under. The research design involved a quasi-experimental design adopting pretest-posttest between-group research. Out of 95 students who volunteered to participate in the study, 38 participants were selected. They were divided into two groups for the new cognitive linguistic approach and traditional instructions. Pretest and posttest were used to discover the participants’ improvements. The participants’ opinions of the cognitive treatment were also investigated. The findings illustrate that the group that was treated with CL-based instructions outperformed the traditional group in the posttest although they gained a comparable mean score in the pretest. Most participants also provided positive responses to the new treatment. The findings suggests that cognitive treatment could be employed to assist students in improving their understanding and retaining the metaphorical meanings of the prepositions

A cognitive linguistic approach to teaching English idioms to EFL students: experimental results

This study aims to apply basic concepts in cognitive linguistics to teaching English idioms to EFL students. English idioms expose their inherent difficulties to EFL learners because people of different languages usually have different conceptualizations. Words in idioms do not carry their literal but conceptualized semantics. Cognitive linguistics, grounded in cognitive, social, and communicative theories, hypothesize idioms as examples of conceptual metaphors. Twelve idioms about finance were taught to 50 Vietnamese first-year EFL college students divided into two experimental groups for CL-based treatment and treatment for rote-learning, and one control group with no treatment. The experimental groups received 4-step treatments: warm-up, instruction, drill practice, and productive task. The results showed that the group receiving CL-based treatment outperformed the group applying rote-learning in both immediate posttest and delayed posttests for receptive and productive knowledge of the instructed idioms. The control group did not make any significant gain from the prettest to the posttests. The results suggest that students’ awareness of conceptual metaphors help them remember the target items long. Further studies can include measures of both explicit and implicit knowledge of the idioms as a result of CL-based treatment in other contexts