Las Vegas, HR Technology Conference & Expo #HRTech -- LEADx, Inc., the world's leading Conversational Learning (CL) platform for leadership enablement, today launched LEADx Coach Amanda, an executive coach virtual assistant powered by IBM Watson Assistant. "We believe every manager deserves a coach," said Kevin Kruse, LEADx founder and CEO. "Traditional leadership development, based on workshops and online tutorials, has long failed enterprises and managers alike. Executive coaches work well, but due to their cost they are ironically reserved for the leaders who have the most experience. But now, we've tapped the power of AI to democratize leadership development."

Datasets that boosted state-of-the-art solutions for Question Answering (QA) systems prove that it is possible to ask questions in natural language manner. However, users are still used to query-like systems where they type in keywords to search for answer. In this study we validate which parts of questions are essential for obtaining valid answer. In order to conclude that, we take advantage of LIME - a framework that explains prediction by local approximation. We find that grammar and natural language is disregarded by QA. State-of-the-art model can answer properly even if 'asked' only with a few words with high coefficients calculated with LIME. According to our knowledge, it is the first time that QA model is being explained by LIME.

We investigate the difficulty levels of questions, and propose a new setting called Difficulty-controllable Question Generation (DQG). Taking as input a reading comprehension paragraph and some text fragments (i.e. answers) in the paragraph that we want to ask questions about, a DQG method needs to generate questions each of which has a given text fragment as its answer, and meanwhile the generation is under the control of specified difficulty labels---the output questions should satisfy the specified difficulty as much as possible. To solve this task, we propose an end-to-end framework to generate questions of designated difficulty levels. Specifically, we explore a few intuitions: (i) In the input sentences, the nearer a word is to the answer fragment, the more likely it is used in the question; (ii) The easier a question is, the nearer its words are to the answer fragment in the sentence; (iii) Performing difficulty control could be regarded as a problem of sentence generation towards a specified attribute or style, namely difficulty level. For evaluation, we prepared the first dataset of reading comprehension questions with difficulty labels. The results show that our framework not only generates questions of better quality under the metrics like BLEU, but also has the capability to generate questions complying with the specified difficulty labels.

There are three modalities in the reading comprehension setting: question, answer and context. The task of question answering or question generation aims to infer an answer or a question when given the counterpart based on context. We present a novel two-way neural sequence transduction model that connects three modalities, allowing it to learn two tasks simultaneously and mutually benefit one another. During training, the model receives question-context-answer triplets as input and captures the cross-modal interaction via a hierarchical attention process. Unlike previous joint learning paradigms that leverage the duality of question generation and question answering at data level, we solve such dual tasks at the architecture level by mirroring the network structure and partially sharing components at different layers. This enables the knowledge to be transferred from one task to another, helping the model to find a general representation for each modality. The evaluation on four public datasets shows that our dual-learning model outperforms the mono-learning counterpart as well as the state-of-the-art joint models on both question answering and question generation tasks.

Recent years have witnessed an increasing interest in image-based question-answering (QA) tasks. However, due to data limitations, there has been much less work on video-based QA. In this paper, we present TVQA, a large-scale video QA dataset based on 6 popular TV shows. TVQA consists of 152,545 QA pairs from 21,793 clips, spanning over 460 hours of video. Questions are designed to be compositional in nature, requiring systems to jointly localize relevant moments within a clip, comprehend subtitle-based dialogue, and recognize relevant visual concepts. We provide analyses of this new dataset as well as several baselines and a multi-stream end-to-end trainable neural network framework for the TVQA task. The dataset is publicly available at http://tvqa.cs.unc.edu.

Question answering is an important task for autonomous agents and virtual assistants alike and was shown to support the disabled in efficiently navigating an overwhelming environment. Many existing methods focus on observation-based questions, ignoring our ability to seamlessly combine observed content with general knowledge. To understand interactions with a knowledge base, a dataset has been introduced recently and keyword matching techniques were shown to yield compelling results despite being vulnerable to misconceptions due to synonyms and homographs. To address this issue, we develop a learning-based approach which goes straight to the facts via a learned embedding space. We demonstrate state-of-the-art results on the challenging recently introduced fact-based visual question answering dataset, outperforming competing methods by more than 5%.

In this work, we present novel methods to adapt visual QA models for community QA tasks of practical significance - automated question category classification and finding experts for question answering - on questions containing both text and image. To the best of our knowledge, this is the first work to tackle the multimodality challenge in CQA, and is an enabling step towards basic question-answering on image-based CQA. First, we analyze the differences between visual QA and community QA datasets, discussing the limitations of applying VQA models directly to CQA tasks, and then we propose novel augmentations to VQA-based models to best address those limitations. Our model, with the augmentations of an image-text combination method tailored for CQA and use of auxiliary tasks for learning better grounding features, significantly outperforms the text-only and VQA model baselines for both tasks on real-world CQA data from Yahoo! Chiebukuro, a Japanese counterpart of Yahoo! Answers.

This paper proposes a novel and statistical method of ability estimation based on acquisition distribution for a personalized computer aided question generation. This method captures the learning outcomes over time and provides a flexible measurement based on the acquisition distributions instead of precalibration. Compared to the previous studies, the proposed method is robust, especially when an ability of a student is unknown. The results from the empirical data show that the estimated abilities match the actual abilities of learners, and the pretest and post-test of the experimental group show significant improvement. These results suggest that this method can serves as the ability estimation for a personalized computer-aided testing environment.

Most work in machine reading focuses on question answering problems where the answer is directly expressed in the text to read. However, many real-world question answering problems require the reading of text not because it contains the literal answer, but because it contains a recipe to derive an answer together with the reader's background knowledge. One example is the task of interpreting regulations to answer "Can I...?" or "Do I have to...?" questions such as "I am working in Canada. Do I have to carry on paying UK National Insurance?" after reading a UK government website about this topic. This task requires both the interpretation of rules and the application of background knowledge. It is further complicated due to the fact that, in practice, most questions are underspecified, and a human assistant will regularly have to ask clarification questions such as "How long have you been working abroad?" when the answer cannot be directly derived from the question and text. In this paper, we formalise this task and develop a crowd-sourcing strategy to collect 32k task instances based on real-world rules and crowd-generated questions and scenarios. We analyse the challenges of this task and assess its difficulty by evaluating the performance of rule-based and machine-learning baselines. We observe promising results when no background knowledge is necessary, and substantial room for improvement whenever background knowledge is needed.

We present QuAC, a dataset for Question Answering in Context that contains 14K information-seeking QA dialogs (100K questions in total). The dialogs involve two crowd workers: (1) a student who poses a sequence of freeform questions to learn as much as possible about a hidden Wikipedia text, and (2) a teacher who answers the questions by providing short excerpts from the text. QuAC introduces challenges not found in existing machine comprehension datasets: its questions are often more open-ended, unanswerable, or only meaningful within the dialog context, as we show in a detailed qualitative evaluation. We also report results for a number of reference models, including a recently state-of-the-art reading comprehension architecture extended to model dialog context. Our best model underperforms humans by 20 F1, suggesting that there is significant room for future work on this data. Dataset, baseline, and leaderboard available at http://quac.ai.