Security operators are increasingly interested in solutions that can provide an automatic understanding of potentially crowded public environments. In this paper, an on-going research is presented, on building a complex system consists of three main components: human security operators carrying sensors, mobile robotic platforms carrying sensors and network of fixed sensors (i.e. cameras) installed in the environment. The main objectives of this research are: 1) to develop models and solutions for an intelligent integration of sensorial information coming from different sources, 2) to develop effective human-robot interaction methods in the paradigm multi-human vs. multi-robot, 3) to integrate all these components in a system that allows for robust and efficient coordination among robots, vision sensors and human guards, in order to enhance surveillance in crowded public environments.

In this paper, we address the problem of computing the policy of an autonomous agent, taking human recommendations into account which could be appropriate for mixed initiative, or adjustable autonomy. For this purpose, we present Goal Biased Markov Decision Process (GBMDP) which assume two kinds of recommendation. The human recommends to the agent to avoid some situations (represented by undesirable states), or he recommends favorable situations represented by desirable states. The agent takes those recommendations into account by updating its policy (only updating the states concerned by the recommendations, not the whole policy). We show that GBMDP is efficient and it improves the human's intervention by reducing its time of attention paid to the agent. Moreover, GBMDP optimizes robot's computation time by updating only the necessary states. We also show how GBMDP can consider more than one recommendation. Finally, our experiments show how we update policies which are intractable by standard approaches.

Question ambiguity is one major factor that affects question quality. Less ambiguous questions can be produced by using more specific question words. We attack the problem of how to ask more specific questions by supplementing question words with the hypernyms for answer phrases. This dramatically increases the coverage of generated "which" questions. Evaluation results show improved question quality when the question words are disambiguated correctly given the context.

This paper describes a prototype system that generates mathematical word problems from ontologies in unrestricted domains. It builds on an existing ontology verbaliser that renders logical statements written in Web Ontology Language (OWL) as English sentences. This kind of question is more complex than those normally attempted by question generation systems, since mathematical word problems consist of a number of sentences that communicate a short narrative (in addition to providing the relevant numerical information required to solve the underlying mathematical problem). Thus, they embody many research issues that do not crop up with single-sentence questions. As well as describing the prototype system, I discuss five ways in which the difficulty of the generated questions may be controlled automatically during generation.

Good readers ask questions during reading, and this is presumed to improve their text comprehension. But what about not-so-good readers? Does question asking promote comprehension for struggling readers and, if so, how can we best support these students? This paper examines question generation among low-performing sixth-graders who read moderately-challenging science texts. It characterizes the nature of students’ questions and describes the effects of a video-based peer modeling intervention on their question asking and reading comprehension. In contrast to previous research, this study found that students asked a large number of deep reasoning questions, particularly those related to identifying goals, processes, causes, and consequences. However, such questions were not generally associated with greater understanding. Only two types of deep reasoning questions were related to text comprehension—those that were not answered in the text (directly or indirectly) and those that students labeled as “I’m Confused” questions. The study also found that readers who were exposed to video-based peer modeling of question generation asked more of these types of questions and scored significantly higher on multiple measures of text comprehension. These findings have implications for the design of systems to support struggling readers and for theory-building about question generation.

We take a conversational character trained on a set of linked question-answer pairs authored by hand, and augment its training data by adding sets of question-answer pairs which are generated automatically from texts on different topics. The augmented characters can answer questions about the new topics, at the cost of some performance loss on questions about the topics that the original character was trained to answer.

We discuss several improvements to the Question Generation Shared Task Evaluation Challenge (QGSTEC) system developed at the University of Pennsylvania in 2010. In addition to enhancing the question generation rules, we have implemented two new components to improve the ranking process. We use topic scoring, a technique developed for summarization, to identify important information for questioning, and language model probabilities to measure grammaticality. Preliminary experiments show that our approach is feasible.

Recent studies on question generation identify the need for automatic discourse analysers. We evaluated the feasibility of integrating an available discourse analyser called HILDA for a specific question generation system called CODA; introduce an approach by extracting a discourse corpus from the CODA parallel corpus; and identified future work towards automatic discourse analysis in the domain of question generation.

Automated question generation has been explored for a broad range of tasks. However, an important task for which limited work on question generation has been undertaken is writing support. Writing support systems, particularly for novice writers who are acquiring the fundamentals of writing, can scaffold the complex processes that bear on writing. Novice writers face significant challenges in creative writing. Their stories often lack the expressive prose that characterizes texts produced by their expert writer counterparts. A story that is composed by a novice writer may also lack a compelling plot, may not effectively utilize a story’s setting, characters, and props, and may describe events that play out in an unpredictable or confusing order. We propose an automatic question generation framework that is designed to stimulate the cognitive processes associated with creative writing. The framework utilizes semantic role labeling and discourse parsing applied to the initial drafts of the writer’s passage to generate questions to promote creativity.

We present an evaluation methodology and a system for ranking questions within the context of a multimodal tutorial dialogue. Such a framework has applications for automatic question selection and generation in intelligent tutoring systems. To create this ranking system we manually author candidate questions for specific points in a dialogue and have raters assign scores to these questions. To explore the role of question type in scoring, we annotate dialogue turns with labels from the DISCUSS dialogue move taxonomy. Questions are ranked using a SVM-regression model trained with features extracted from the dialogue context, the candidate question, and the human ratings. Evaluation shows that our system’s rankings correlate with human judgments in question ranking.