In this work, we study dialogue scenarios that start from chit-chat but eventually switch to task-related services, and investigate how a unified dialogue model, which can engage in both chit-chat and task-oriented dialogues, takes the initiative during the dialogue mode transition from chit-chat to task-oriented in a coherent and cooperative manner. We firstly build a {transition info extractor} (TIE) that keeps track of the preceding chit-chat interaction and detects the potential user intention to switch to a task-oriented service. Meanwhile, in the unified model, a {transition sentence generator} (TSG) is extended through efficient Adapter tuning and transition prompt learning. When the TIE successfully finds task-related information from the preceding chit-chat, such as a transition domain, then the TSG is activated automatically in the unified model to initiate this transition by generating a transition sentence under the guidance of transition information extracted by TIE. The experimental results show promising performance regarding the proactive transitions. We achieve an additional large improvement on TIE model by utilizing Conditional Random Fields (CRF). The TSG can flexibly generate transition sentences while maintaining the unified capabilities of normal chit-chat and task-oriented response generation.

Spoken dialogue systems (SDSs) have been separately developed under two different categories, task-oriented and chit-chat. The former focuses on achieving functional goals and the latter aims at creating engaging social conversations without special goals. Creating a unified conversational model that can engage in both chit-chat and task-oriented dialogue is a promising research topic in recent years. However, the potential ``initiative'' that occurs when there is a change between dialogue modes in one dialogue has rarely been explored. In this work, we investigate two kinds of dialogue scenarios, one starts from chit-chat implicitly involving task-related topics and finally switching to task-oriented requests; the other starts from task-oriented interaction and eventually changes to casual chat after all requested information is provided. We contribute two efficient prompt models which can proactively generate a transition sentence to trigger system-initiated transitions in a unified dialogue model. One is a discrete prompt model trained with two discrete tokens, the other one is a continuous prompt model using continuous prompt embeddings automatically generated by a classifier. We furthermore show that the continuous prompt model can also be used to guide the proactive transitions between particular domains in a multi-domain task-oriented setting.

The next step for intelligent dialog agents is to escape their role as silent bystanders and become proactive. Well-defined proactive behavior may improve human-machine cooperation, as the agent takes a more active role during interaction and takes off responsibility from the user. However, proactivity is a double-edged sword because poorly executed pre-emptive actions may have a devastating effect not only on the task outcome but also on the relationship with the user. For designing adequate proactive dialog strategies, we propose a novel approach including both social as well as task-relevant features in the dialog. Here, the primary goal is to optimize proactive behavior so that it is task-oriented - this implies high task success and efficiency - while also being socially effective by fostering user trust. Including both aspects in the reward function for training a proactive dialog agent using reinforcement learning showed the benefit of our approach for more successful human-machine cooperation.

HAIT requires close coordination between humans and AI teammates to work together towards a common goal [40]. Effective communication, prediction of teammates' actions, and high-level coordination are essential components of this collaborative effort. In this regard, the proactive behavior of AI-based systems and the communication thereof during collaboration is an important research topic concerning HAITs, e.g., see Horvitz et al. [8]. Proactivity can be defined as an AI's self-initiating, anticipatory behavior for contributing to effective and efficient task completion. It has been shown to be essential for human teamwork as it leads to higher job and team performance and is associated with leadership and innovation [3]. However, the design of adequate proactivity for AI-based systems to support humans is still an open question and a challenging topic. It is essential to study the impact of proactive system actions on the human-agent trust relationship and how to use information about an AI agent's perceived trustworthiness to model appropriate proactive dialog strategies for forming effective HAITs.

Using robots in educational contexts has already shown to be beneficial for a student's learning and social behaviour. For levitating them to the next level of providing more effective and human-like tutoring, the ability to adapt to the user and to express proactivity is fundamental. By acting proactively, intelligent robotic tutors anticipate possible situations where problems for the student may arise and act in advance for preventing negative outcomes. Still, the decisions of when and how to behave proactively are open questions. Therefore, this paper deals with the investigation of how the student's cognitive-affective states can be used by a robotic tutor for triggering proactive tutoring dialogue. In doing so, it is aimed to improve the learning experience. For this reason, a concept learning task scenario was observed where a robotic assistant proactively helped when negative user states were detected. In a learning task, the user's states of frustration and confusion were deemed to have negative effects on the outcome of the task and were used to trigger proactive behaviour. In an empirical user study with 40 undergraduate and doctoral students, we studied whether the initiation of proactive behaviour after the detection of signs of confusion and frustration improves the student's concentration and trust in the agent. Additionally, we investigated which level of proactive dialogue is useful for promoting the student's concentration and trust. The results show that high proactive behaviour harms trust, especially when triggered during negative cognitive-affective states but contributes to keeping the student focused on the task when triggered in these states. Based on our study results, we further discuss future steps for improving the proactive assistance of robotic tutoring systems.

One challenge for dialogue agents is to recognize feelings of the conversation partner and respond accordingly. In this work, RoBERTa-GPT2 is proposed for empathetic dialogue generation, where the pre-trained auto-encoding RoBERTa is utilised as encoder and the pre-trained auto-regressive GPT-2 as decoder. With the combination of the pre-trained RoBERTa and GPT-2, our model realizes a new state-of-the-art emotion accuracy. To enable the empathetic ability of RoBERTa-GPT2 model, we propose a commonsense knowledge and emotional concepts extractor, in which the commonsensible and emotional concepts of dialogue context are extracted for the GPT-2 decoder. The experiment results demonstrate that the empathetic dialogue generation benefits from both pre-trained encoder-decoder architecture and external knowledge.

This paper presents an automatic method to evaluate the naturalness of natural language generation in dialogue systems. While this task was previously rendered through expensive and time-consuming human labor, we present this novel task of automatic naturalness evaluation of generated language. By fine-tuning the BERT model, our proposed naturalness evaluation method shows robust results and outperforms the baselines: support vector machines, bi-directional LSTMs, and BLEURT. In addition, the training speed and evaluation performance of naturalness model are improved by transfer learning from quality and informativeness linguistic knowledge.

Modern technical devices are often too complex for many users to be able to use them to their full extent. Based on planning technology, we are able to provide advanced user assistance for operating technical devices. We present a system that assists a human user in setting up a complex home theater consisting of several HiFi devices. For a human user, the task is rather challenging due to a large number of different ports of the devices and the variety of available cables. The system supports the user by giving detailed instructions how to assemble the theater. Its performance is based on advanced user-centered planning capabilities including the generation, repair, and explanation of plans.