We introduce a new application of online dialogue analysis: supporting pedagogical assessment of online Q&A discussions. Extending the existing speech act framework, we capture common emotional expressions that often appear in student discussions, such as frustration and degree of certainty, and present a viable approach for the classification. We demonstrate how such dialogue information can be used in analyzing student discussions and identifying difficulties. In particular, the difficulty expressions are aligned to discussion patterns and student performance. We found that frustration occurs more frequently in longer discussions. The students who frequently express frustration tend to get lower grades than others. On the other hand, frequency of high certainty expressions is positively correlated with the performance. We expect such online dialogue analyses can become a powerful assessment tool for instructors and education researchers.

The preliminary Call for Papers, including an The IAAI-14 technical program will feature overview of the special tracks and a preview of talks on seven award-winning deployed AI planned innovations is available at www.aaai.

Have you ever been surprised by poor class performance on a midterm question, and wondered why you were met with silence each time you asked “Any questions?” during the lecture on that topic? Do your students sometimes feel like they understood everything that was said in lecture, only to go home, start the homework, and immediately get stuck? Do you find that you only really learn something when you have to explain it to others? Peer instruction is an active learning pedagogy that addresses these challenges and opportunities

The aim of the Disco: Human and Machine Learning in Games workshop was to extend upon the focus of two past workshops and explore the intersection of entertainment, learning and human computation. The goal of the workshop was to examine both human learning and machine learning in games and human computation. Human computation methods let machines learn from humans where games can provide humans the opportunity to learn. The workshop was thus devoted to I learn, in Latin disco, for machines and humans alike. The First AAAI Conference on Human Computation and Crowdsourcing Was Held in the Southern California Desert Community of Palm Springs.

The workshop was accompanied by an evening Games are unique in that their components event, DAGGER, which drew together local game developers (from the rules and goals of the game to the appearance and academic research projects. Acting both of avatars and their dialogue) must encompass as an exhibition and as an informal gathering, the both functional and aesthetic prerequisites. Artificial DAGGER event allowed attendees to interact directly intelligence usually focuses on the functional quality with a wide variety of game types and technologies, of such game components, for example, ensuring as well as with their developers. As events such that an avatar can traverse a level in minimal time or as DAGGER help bridge the gap between theoretical that AI can win over any human in a strategy game. The papers avatar, or level would appeal to a particular player. of the workshop were published as AAAI Technical The Workshop on AI and Game Aesthetics provided Report WS-13-19.

We give some lectures on the work on formal logic of Jacques Herbrand, and sketch his life and his influence on automated theorem proving. The intended audience ranges from students interested in logic over historians to logicians. Besides the well-known correction of Herbrand's False Lemma by Goedel and Dreben, we also present the hardly known unpublished correction of Heijenoort and its consequences on Herbrand's Modus Ponens Elimination. Besides Herbrand's Fundamental Theorem and its relation to the Loewenheim-Skolem-Theorem, we carefully investigate Herbrand's notion of intuitionism in connection with his notion of falsehood in an infinite domain. We sketch Herbrand's two proofs of the consistency of arithmetic and his notion of a recursive function, and last but not least, present the correct original text of his unification algorithm with a new translation.

Classical methods such as Principal Component Analysis (PCA) and Canonical Correlation Analysis (CCA) are ubiquitous in statistics. However, these techniques are only able to reveal linear relationships in data. Although nonlinear variants of PCA and CCA have been proposed, these are computationally prohibitive in the large scale. In a separate strand of recent research, randomized methods have been proposed to construct features that help reveal nonlinear patterns in data. For basic tasks such as regression or classification, random features exhibit little or no loss in performance, while achieving drastic savings in computational requirements. In this paper we leverage randomness to design scalable new variants of nonlinear PCA and CCA; our ideas extend to key multivariate analysis tools such as spectral clustering or LDA. We demonstrate our algorithms through experiments on real-world data, on which we compare against the state-of-the-art. A simple R implementation of the presented algorithms is provided.

Dynamic geometry systems (DGS) have become basic tools in many areas of geometry as, for example, in education. Geometry Automated Theorem Provers (GATP) are an active area of research and are considered as being basic tools in future enhanced educational software as well as in a next generation of mechanized mathematics assistants. Recently emerged Web repositories of geometric knowledge, like TGTP and Intergeo, are an attempt to make the already vast data set of geometric knowledge widely available. Considering the large amount of geometric information already available, we face the need of a query mechanism for descriptions of geometric constructions. In this paper we discuss two approaches for describing geometric figures (declarative and procedural), and present algorithms for querying geometric figures in declaratively and procedurally described corpora, by using a DGS or a dedicated controlled natural language for queries.

Transfer learning has received a lot of attention in the machine learning community over the last years, and several effective algorithms have been developed. However, relatively little is known about their theoretical properties, especially in the setting of lifelong learning, where the goal is to transfer information to tasks for which no data have been observed so far. In this work we study lifelong learning from a theoretical perspective. Our main result is a PAC-Bayesian generalization bound that offers a unified view on existing paradigms for transfer learning, such as the transfer of parameters or the transfer of low-dimensional representations. We also use the bound to derive two principled lifelong learning algorithms, and we show that these yield results comparable with existing methods.

Massive Open Online Courses (MOOCs) bring together thousands of people from different geographies and demographic backgrounds -- but to date, little is known about how they learn or communicate. We introduce a new content-analysed MOOC dataset and use Bayesian Non-negative Matrix Factorization (BNMF) to extract communities of learners based on the nature of their online forum posts. We see that BNMF yields a superior probabilistic generative model for online discussions when compared to other models, and that the communities it learns are differentiated by their composite students' demographic and course performance indicators. These findings suggest that computationally efficient probabilistic generative modelling of MOOCs can reveal important insights for educational researchers and practitioners and help to develop more intelligent and responsive online learning environments.