Exploring User Satisfaction in a Tutorial Dialogue System

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

The Impact of Interpretation Problems on Tutorial Dialogue

Supporting natural language input may improve learning in intelligent tutoring systems. However, interpretation errors are unavoidable and require an effective recovery policy. We describe an evaluation of an error recovery policy in the BEE-TLE II tutorial dialogue system and discuss how different types of interpretation problems affect learning gain and user satisfaction. In particular, the problems arising from student use of non-standard terminology appear to have negative consequences. We argue that existing strategies for dealing with terminology problems are insufficient and that improving such strategies is important in future ITS research.

Gauge Coupling Beta Functions in the Standard Model to Three Loops

In this paper we compute the three-loop corrections to the beta functions of the three gauge couplings in the Standard Model of particle physics using the minimal subtraction scheme and taking into account Yukawa and Higgs self couplings.Comment: 4 pages, 1 figure, v2: minor changes, references adde

Flank instability at Mount Etna: testing the sensitivity of forward models to the internal structure

The deformation recorded at Mount Etna during the last 15 years clearly shows that there is an interplay between activity of magmatic sources and instability of the SE sector. In particular, the anomalous sliding of the SE flank can be triggered by summit or flank eruptions (e.g., 2002), but it is also observed during quiescent loading phases (e.g., 1993-1997). This deformation is usually modeled by sub-horizontal dislocation surfaces (embedded in an elastic half space) whose parameters are determined fitting the observed surface deformation. The purpose of this paper is to investigate whether models forced by a simple isotropic expansion source but taking into account the internal structure of Mount Etna are capable to focus a significant amount of horizontal deformation in the eastern flank. We perform computations based on the finite element method along a 2D cross section. The deformation models include both topography and a synthetic reconstruction of the internal layering constrained by geology, seismic tomography and experimental measurements of Etnean rocks. We study the sensitivity of the predicted surface displacement to variations of internal layers rheology and/or mechanical parameters. Our first results suggest that significant contributions to increase the deformation in the SE sector are due to plastic rheology of the clay layers and to asymmetrical distribution of elastic parameters related to the high velocity body underneath Mount Etna imaged by seismic tomography

Renormalization constants and beta functions for the gauge couplings of the Standard Model to three-loop order

We compute the beta functions for the three gauge couplings of the Standard Model in the minimal subtraction scheme to three loops. We take into account contributions from all sectors of the Standard Model. The calculation is performed using both Lorenz gauge in the unbroken phase of the Standard Model and background field gauge in the spontaneously broken phase. Furthermore, we describe in detail the treatment of $\gamma_5$ and present the automated setup which we use for the calculation of the Feynman diagrams. It starts with the generation of the Feynman rules and leads to the bare result for the Green's function of a given process.Comment: 44 pages, 9 figures; v2: sign in eq.(29) corrected; final result unchange

Pole- versus MS-mass definitions in the electroweak theory

Two different two-loop relations between the pole- and the MS-mass of the top quark have been derived in the literature which were based on different treatments of the tadpole diagrams. In addition, the limit M_W^2/m_t^2 \to 0 was employed in one of the calculations. It is shown that, after appropriate transformations, the results of the two calculations are in perfect agreement. Furthermore we demonstrate that the inclusion of the non-vanishing mass of the W-boson leads to small modifications only.Comment: 6 pages, 6 figures; references added, figure 1 change

Supersymmetric Higgs production in gluon fusion at next-to-leading order

The next-to-leading order (NLO) QCD corrections to the production and decay rate of a Higgs boson are computed within the framework of the Minimal Supersymmetric Standard Model (MSSM). The calculation is based on an effective theory for light and intermediate mass Higgs bosons. We provide a Fortran routine for the numerical evaluation of the coefficient function. For most of the MSSM parameter space, the relative size of the NLO corrections is typically of the order of 5% smaller than the Standard Model value. We exemplify the numerical results for two scenarios: the benchmark point SPS1a, and a parameter region where the gluon-Higgs coupling at leading order is very small due to a cancellation of the squark and quark contributions.Comment: 27 pages, LaTeX, 31 embedded PostScript-files; v2: typos corrected, reformatted in JHEP style; accepted for publication in JHE

Content, Social, and Metacognitive Statements: An Empirical Study Comparing Human-Human and Human-Computer Tutorial Dialogue

We present a study which compares human-human computer-mediated tutoring with two computer tutoring systems based on the same materials but differing in the type of feedback they provide. Our results show that there are significant differences in interaction style between human-human and human-computer tutoring, as well as between the two computer tutors, and that different dialogue characteristics predict learning gain in different conditions. We show that there are significant differences in the non-content statements that students make to human and computer tutors, but also to different types of computer tutors. These differences also affect which factors are correlated with learning gain and user satisfaction. We argue that ITS designers should pay particular attention to strategies for dealing with negative social and metacognitive statements, and also conduct further research on how interaction style affects human-computer tutoring. © 2010 Springer-Verlag Berlin Heidelberg