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.

Beetle II: an adaptable tutorial dialogue system

We present BEETLE II, a tutorial dialogue system which accepts unrestricted language input and supports experimentation with different dialogue strategies. Our first system evaluation compared two dialogue policies. The resulting corpus was used to study the impact of different tutoring and error recovery strategies on user satisfaction and student interaction style. It can also be used in the future to study a wide range of research issues in dialogue systems.

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

Reentrant Processing in Intuitive Perception

The process of perception requires not only the brain's receipt of sensory data but also the meaningful organization of that data in relation to the perceptual experience held in memory. Although it typically results in a conscious percept, the process of perception is not fully conscious. Research on the neural substrates of human visual perception has suggested that regions of limbic cortex, including the medial orbital frontal cortex (mOFC), may contribute to intuitive judgments about perceptual events, such as guessing whether an object might be present in a briefly presented fragmented drawing. Examining dense array measures of cortical electrical activity during a modified Waterloo Gestalt Closure Task, results show, as expected, that activity in medial orbital frontal electrical responses (about 250 ms) was associated with intuitive judgments. Activity in the right temporal-parietal-occipital (TPO) region was found to predict mOFC (∼150 ms) activity and, in turn, was subsequently influenced by the mOFC at a later time (∼300 ms). The initial perception of gist or meaning of a visual stimulus in limbic networks may thus yield reentrant input to the visual areas to influence continued development of the percept. Before perception is completed, the initial representation of gist may support intuitive judgments about the ongoing perceptual process

Dealing with Interpretation Errors in Tutorial Dialogue.

We describe an approach to dealing with interpretation errors in a tutorial dialogue system. Allowing students to provide explanations and generate contentful talk can be helpful for learning, but the language that can be understood by a computer system is limited by the current technology. Techniques for dealing with understanding problems have been developed primarily for spoken dialogue systems in informationseeking domains, and are not always appropriate for tutorial dialogue. We present a classification of interpretation errors and our approach for dealing with them within an implemented tutorial dialogue system

P465L pparγ mutation confers partial resistance to the hypolipidemic action of fibrates.

Familial partial lipodystrophic syndrome 3 (FPLD3) is associated with mutations in the transcription factor PPAR. The P467L mutant confers a dominant negative effect. We have previously investigated the pathophysiology of FPLD3 using a humanised mouse harbouring an equivalent mutation (P465L) in PPAR that recapitulated the human clinical phenotype. One of the key clinical manifestations observed in humans and mice is the accumulation of fat in the liver. Here, we dissect the molecular mechanisms that facilitate accumulation of lipids in the liver and characterise the negative effect of the PPAR mutation on the activation of PPAR in vivo by fibrates. P465L mice have increased insulin and FFAs, decreased secretion of VLDL when fed HFD and impaired hypolipidemic response to WY14643. Thus, the phenotype of PPAR mutations may synergise with defects on PPAR function, indicating that the phenotype of the FPLD3 patients may not only be attributed to the dysfunction of PPAR