Novel human-computer interfaces, for instance talking heads, can benefit from language understanding and generation techniques with big impact on user satisfaction. Dialoguebased intelligent tutoring systems require advanced dialogue processing, language understanding and generation components in order to assess students' natural language inputs and provide appropriate feedback. Moreover, language can facilitate human-computer interaction for the handicapped (no typing needed) and elderly leading to an ever increasing user base for computer systems. Some of the many areas emphasized by the ANLP track to include for contributions include multilingual processing, learning environments, multimodal communication, bioNLP, spam filtering, language acquisition (first and second), textual assessment, language varieties, materials development, generic classification, educational applications, information retrieval, speech processing, machine learning, knowledge representations, English for specific purposes, textual assessment indices, coreference resolution, word sense disambiguation, dialogue management and systems, language generation, language models, ontologies, and reasoning. For 2012, there were 15 submissions, out of which 10 were accepted as long papers and 3 as poster presentations.

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.

One-on-one tutoring is significantly more effective than traditional classroom instruction. In recent years, automated tutoring systems are approaching that level of effectiveness by engaging students in rich natural language dialogue that contributes to learning. A promising approach for further improving the effectiveness of tutorial dialogue systems is to model the differential effectiveness of tutorial strategies, identifying which dialogue moves or combinations of dialogue moves are associated with learning. It is also important to model the ways in which experienced tutors adapt to learner characteristics. This paper takes a corpus- based approach to these modeling tasks, presenting the results of a study in which task-oriented, textual tutorial dialogue was collected from remote one-on-one human tutoring sessions. The data reveal patterns of dialogue moves that are correlated with learning, and can directly inform the design of student-adaptive tutorial dialogue management systems.

Concept maps are frequently used in K-12 educational settings. The purpose of this study is to determine whether students’ performance on interactive concept map tasks in Guru, an intelligent tutoring system, is related to immediate and delayed learning outcomes. Guru is a dialogue-based system for high-school biology that intersperses concept map tasks within the tutorial dialogue. Results indicated that when students first attempt to complete concept maps, time spent on the maps may be a good indicator of their understanding, whereas the errors they make on their second attempts with the maps may be an indicator of the knowledge they are lacking.  This pattern of results was observed for one cycle of testing, but not replicated in a second cycle. Differences in the findings for the two testing cycles are most likely due to topic variations.

In the Silver Anniversary year of FLAIRS, in an effort to promote discussion of emerging ideas and work in order to encourage and help guide researchers, especially new researchers, the program committee added the poster abstract submission category. This allows researchers to present a full poster in the conference poster session and receive that critical, work-shaping feedback that helps guide good work into great work.

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.

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.

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.

Affective computing is an emerging field that aspires to narrow the communicative gap between the highly emotional human and the emotionally challenged computer by developing computational systems that recognize and respond to the affective states (such as moods, emotions) of the user. One of the basic principles of affective computing is that automatically recognizing and responding to a user's affective states during interactions with a computer can enhance the quality of the interaction, thereby making the computer interface more usable, enjoyable, and effective. For example, an affect-sensitive learning environment that detects and responds to student frustration is expected to increase motivation, engagement, and learning gains. Although the last decade has been ripe with theory and applications relevant to affective computing, these advances are accompanied by a new set of challenges. By providing a framework to discuss and evaluate novel research, we hope to leverage recent advances to speed up future research in this area.

Special tracks are a vital part of the FLAIRS Thanks go to the authors of both accepted and rejected conferences, with 11 held at FLAIRS-25. Over 90 papers; the special track coordinator Chutima percent of the papers were reviewed by four or Boonthum-Denecke and all the special track organizers; more reviewers, and all papers were reviewed by at the program committees and their reviewers; least three. These were coordinated by the program the invited speakers; Chad Lane for organizing committees of the general conference and the special the conference; Jean Gerber for administering the tracks. The accepted submissions include 74 conference; the Florida Artificial International Research full papers (19 from the general conference and 55 Society for maintaining the conference series; from the special tracks), 27 short papers presented the Association for the Advancement of Artificial as posters (6 from the general conference and 21 Intelligence for its cooperation with the conference; from the special tracks), and 20 poster abstracts Mike Hamilton for organizing the publication that appear in these proceedings. of the proceedings; and EasyChair for hosting the review process. The program included five invited talks: Bill Swartout, the Director of Technology and Research Professor at the University of Southern California's