Intelligent tutoring systems research aims to produce systems that meet or exceed the effectiveness of one-on-one expert human tutoring. Theory and empirical study suggest that affective states of the learner must be addressed to achieve this goal. While many affective measures can be utilized, posture offers the advantages of non-intrusiveness and ease of interpretation. This paper presents an accurate posture estimation algorithm applied to a computer-mediated tutoring corpus of depth recordings. Analyses of posture and session-level student reports of engagement and cognitive load identified significant patterns. The results indicate that disengagement and frustration may coincide with closer postural positions and more movement, while focused attention and less frustration occur with more distant, stable postural positions. It is hoped that this work will lead to intelligent tutoring systems that recognize a greater breadth of affective expression through channels of posture and gesture.

We evaluated an affect-sensitive version of AutoTutor, a dialogue based ITS that simulates human tutors. While the original AutoTutor is sensitive to students’ cognitive states, the affect-sensitive tutor (Supportive tutor) also responds to students’ affective states (boredom, confusion, and frustration) with empathetic, encouraging, and motivational dialogue moves that are accompanied by appropriate emotional expressions. We conducted an experiment that compared the Supportive and Regular (non-affective) tutors over two 30-minute learning sessions with respect to perceived effectiveness, fidelity of cognitive and emotional feedback, engagement, and enjoyment. The results indicated that, irrespective of tutor, students’ ratings of engagement, enjoyment, and perceived learning decreased across sessions, but these ratings were not correlated with actual learning gains. In contrast, students’ perceptions of how closely the computer tutors resembled human tutors increased across learning sessions, was related to the quality of tutor feedback, the increase was greater for the Supportive tutor, and was a powerful predictor of learning. Implications of our findings for the design of affect-sensitive ITSs are discussed.

Using natural language as a way for students to interact with an ITS has many advantages. However, creating the intelligence with which the tutor evaluates a student’s natural language input is challenging. We describe a system, ConceptGrid, that allows non-programmers to create the instruction for checking natural language input. Three tutor authors used the system to develop answer templates for conceptual-based questions in statistics. Results indicate ConceptGrid is a viable system for non-programmers to use to allow students to use natural language to interact with a tutor.

The current paradigm in student modeling has continued to show the power of its simplifying assumption of knowledge as a binary and monotonically increasing construct, the value of which directly causes the outcome of student answers to questions. Recent efforts have focused on optimizing the prediction accuracy of responses to questions using student models. Incorporating individual student parameter interactions has been an interpretable and principled approach which has improved the performance of this task, as demonstrated by its application in the 2010 KDD Cup challenge on Educational Data. Performance prediction, however, can have limited practical utility. The greatest utility of such student models can be their ability to model the tutor and the attributes of the tutor which are causing learning. Harnessing the same simplifying assumption of learning used in student modeling, we can turn this model on its head to effectively tease out the tutor attributes causing learning and begin to optimize the tutor model to benefit the student model.

Intelligent tutoring systems (ITS) is a multidisciplinary field of study that draws upon artificial intelligence, computer science, and cognitive science to create computerized tutoring systems that offer immediate feedback and individualized instruction. Broadly construed, most intelligent tutoring systems can be characterized as having two loops: an outer loop and an inner loop. In general, the goal of the track is to bring together an international group of scientists to present current research, design, and empirical evaluations of their tutoring systems. is track is meant to inform researchers on the recent developments in both the design of tutoring systems, as well as their evaluation. Topics included game-based, narrative-based and virtual learning environments; NLP and dialogue in tutoring systems; modeling and shaping affective state; metacognition; gaming the system; ill-defined domains; educational data mining; authoring tools for nonexperts; adaptive educational hypermedia; collaborative and group learning; open learner modeling; ontology engineering for educational purposes; novel interfaces; human computer interaction in educational settings; design decisions to increase engagement; and assistive technologies for learners with special needs.

In this paper we describe ongoing undergraduate research projects that allow us to shift emphasis from teaching to a more active form of student participation. More specifically our projects are on automatic gesture recognition using the Kinect 3D sensor from Microsoft Research and machine learning systems. We have observed the following benefits for our undergraduate students: learning a topic area in AI relatively early; developing proficiency in laboratory practice, specifically, systematic data collection and programming on multiple platforms; learning to use appropriate methodology; applying knowledge to a real situation; learning to analyze data and transform it to various representations; appreciation of scientific experiments and learning what scientific research actually entails.

This paper presents a case study in combining Lego Mindstorms NXT with Matlab/Simulink to help students in an undergraduate Machine Learning course study genetic algorithm design and testing. The project uses the VU-LRT toolbox to enable students to access the hardware capabilities of the Mindstorms platform from within Matlab. The course's enrollment was comprised of students from several majors with a variety of programming backgrounds. The course is part of an interdisciplinary cognitive science concentration. We report on the VU-LRT toolbox, the considerations imposed by the diversity of the student population on the design of the laboratory module and student evaluations of the laboratory module.

The authors used the computational tool Coh-Metrix to examine expert writers’ paraphrases and in particular, how experts paraphrase text passages using condensing strategies. The overarching goal of this study was to develop machine learning algorithms to aid in the automatic detection of paraphrases and paraphrase types. To this end, three experts were instructed to paraphrase by condensing a set of target passages. The linguistic differences between the original passages and the condensed paraphrases were then analyzed using Coh-Metrix. The condensed paraphrases were accurately distinguished from the original target passages based on the number of words, word frequency, and syntactic complexity.

Recently cross-document integration and reconciliation of extracted information became of interest to researchers in Arabic natural language processing. Given a set of documents $A$, we use Arabic morphological analysis, finite state machines, and graph transformations to extract named entities N a and relations R a expressed as edges in a graph G = ( N a, R a ). We use the same techniques to extract entities N b and relations R b from a separate set of documents B. We use G to disambiguate N b and R and we integrate the resulting entities back into G by annotating the nodes and edges in G with elements from N b . We apply our approach in an iterative manner. Our results show a significant increase in accuracy from 41% to 93% after applying this cross-document NLP methodology to hadith and biography documents.

Are the words that people use indicative of their personality type preferences? In this paper, it is hypothesized that word-usage is not independent of personality type, as measured by the Myers-Briggs Type Indicator (MBTI) personality assessment tool. In-class writing samples were taken from 40 graduate students along with the MBTI. The experiment utilizes naïve Bayes classifiers and Support Vector Machines (SVMs) in an attempt to guess an individual’s personality type based on their word-choice. Classification is also attempted using emotional, social, cognitive, and psychological dimensions elicited by the analysis software, Linguistic Inquiry and Word Count (LIWC). The classifiers are evaluated with 40 distinct trials (leave-one-out cross validation), and parameters are chosen using leave-one-out cross validation of each trial’s training set. The experiment showed that the naïve Bayes classifiers (word-based and LIWC-based) outperformed the SVMs when guessing Sensing-Intuition (S-N) and Thinking-Feeling (T-F).