The AAAI Fall Symposium on Meta-Cognitive Educational - What are the theoretical foundations and how are they articulated Systems: One Step Forward is the second edition of the successful in CBLEs? MCES implemented as CBLEs are designed to interact with - What are the main aspects of metacognition, selfregulation users, and support their learning and decision-making processes. Can MCES actually foster they need to plan their learning activities, to adapt their learners to be self-regulating agents? How can a MCES learning strategies to meet learning goals, become aware of be autonomous and increase its knowledge to match the changing task conditions, and the dynamic aspects of the learners evolving skills and knowledge? MCES may not be embodied, prior to, during, and after they have been involved in but does it help if they act as intentional agents? the learning environment.

In an object manipulation dialogue, a robot may misunderstand an ambiguous command from a user, such as 'Place the cup down (on the table)," potentially resulting in an accident. Although making confirmation questions before all motion execution will decrease the risk of this failure, the user will find it more convenient if confirmation questions are not made under trivial situations. This paper proposes a method for estimating ambiguity in commands by introducing an active learning framework with Bayesian logistic regression to human-robot spoken dialogue. We conducted physical experiments in which a user and a manipulator-based robot communicated using spoken language to manipulate objects.

In the literature on reasoning on the basis of evidence, two traditions exist: one argument-based, and one based on narratives. Recently, we have proposed a hybrid perspective in which argumentation and narratives are combined. This formalized hybrid theory has been tested in a sense-making software prototype for criminal investigators and decision makers. In the present paper, we elaborate on the role of commonsense knowledge. We argue that two kinds of knowledge are essential: argumentation schemes and story schemes. We discuss some of the research issues that need to be addressed.

This paper aims at bringing social robots closer to naive users. A Natural Programming System that allows the end-user to give instructions to a Social Robot has been developed. The instructions derive in a sequence of actions and conditions, that can be executed while the own sequence verbal edition continues. A Dialogue Manager System (DMS) has been developed in a Social Robot. The dialog is described in a voiceXML structure, where a set of information slots is defined. These slots are related to the necessary attributes for the construction of the sequence in execution time. The robot can make specific requests on encountering unfilled slots. Temporal aspects of dialog such as barge-in property, mixed-initiative, or speech intonation control are also considered. Dialog flow is based on Dialog Acts. The dialog specification has also been extended for multimodality management. The presented DMS has been used as a part of a Natural Programming System but can also be used for other multimodal humanrobot interactive skills.

The aim of this paper is to revisit the fundamental requirements for bulding computational models for Interactive Narrative. We express the need for broader computational models of narrative and underline the fundamental difference between models for story generation and models for Interactive Narrative. Research directions are finally sketched to move towards dedicated computational models for Interactive Narrative.

An experiment was conducted to test the efficacy of a new intelligent hypermedia system, MetaTutor, which is intended to prompt and scaffold the use of self-regulated learning (SRL) processes during learning about a human body system. Sixty-eight (N=68) undergraduate students learned about the human circulatory system under one of three conditions: prompt and feedback (PF), prompt-only (PO), and control (C) condition. The PF condition received timely prompts from animated pedagogical agents to engage in planning processes, monitoring processes, and learning strategies and also received immediate directive feedback from the agents concerning the deployment of the processes. The PO condition received the same timely prompts, but did not receive any feedback following the deployment of the processes. Finally, the control condition learned without any assistance from the agents during the learning session. All participants had two hours to learn using a 41-page hypermedia environment which included texts describing and static diagrams depicting various topics concerning the human circulatory system. Results indicate that the PF condition had significantly higher learning efficiency scores, when compared to the control condition. There were no significant differences between the PF and PO conditions. These results are discussed in the context of development of a fully-adaptive hypermedia learning system intended to scaffold self-regulated learning.

Learners that have better metacognition acquire knowledge faster than others who do not. If we had better models of such learning, we would be able to build a better metacognitive educational system. In this paper, we propose a computational model that uses a probabilistic context free grammar induction algorithm yielding metacognitive learning by acquiring deep features to assist future learning. We discuss the challenges of integrating this model into a synthetic student, and possible future studies in using this model to better understand human learning. Preliminary results suggest that both stronger prior knowledge and a better learning strategy can speed up the learning process. Some model variations generate human-like error pattern.

In this paper, we explore ideas regarding a formal logical model which allows for the use of stories to persuade autonomous software agents to take a particular course of action. This model will show how typical stories – sequences of events that form a meaningful whole – can be used to set an example for an agent and how the agent might adapt his own values and choices according to the values and choices made by the characters in the story.

Lehnert's Plot Units (Lehnert 1981) or Rumelhart's Story Grammars (Rumelhart 1980), and naturally, one would like We give semiformal We aim at capturing the informal human notion of equivalence definitions in § 2 and then give a few examples (without any of stories in a formal system in such a way that formal details) in § 3. two stories are perceived as equivalent when their formal representations are isomorphic (cf. There is no unique "human Comparing the adequacy of frameworks is not a formal task, notion of equivalence of stories" as the research on analogical but deals with the degree of representation of the informal reasoning shows (Rattermann and Gentner 1987; notions in the formal setting.

Traditional dialogue management systems are tightly coupled with the sensing ability of a single computer. How to organize an interaction in pervasive environments to provide a friendly and integrated interface to users is an important issue. This requires a transition of the human-computer interaction (HCI) from tight coupling to loose coupling. This paper proposes a hierarchical multimodal framework for pervasive interactions. Our system is designed to remind the activities of daily living for individuals with cognitive impairments.The system is composed of Markov decision processes for activity planing, and multimodal partially observable Markov decision processes for action planning and executing. Empirical results demonstrate the hierarchical multimodal framework establishes a flexible mechanism for pervasive interaction systems.