Despite rapid advances in the field of emotional text-to-speech (TTS), recent studies primarily focus on mimicking the average style of a particular emotion. As a result, the ability to manipulate speech emotion remains constrained to several predefined labels, compromising the ability to reflect the nuanced variations of emotion. In this paper, we propose EmoSphere-TTS, which synthesizes expressive emotional speech by using a spherical emotion vector to control the emotional style and intensity of the synthetic speech. Without any human annotation, we use the arousal, valence, and dominance pseudo-labels to model the complex nature of emotion via a Cartesian-spherical transformation. Furthermore, we propose a dual conditional adversarial network to improve the quality of generated speech by reflecting the multi-aspect characteristics. The experimental results demonstrate the model ability to control emotional style and intensity with high-quality expressive speech.

Many governments worldwide have begun to see the deployment of artificial intelligence as strategic importance for their country. Whereas in decades past, only a few developed nations spent any of their budgets on AI research and advancement, now it seems almost every country has invested in it. However, these countries differ on their basic approaches to privacy, data transparency and the connection between the economy and governmental oversight. Western countries operate on varying levels of government oversight over business operations, while China has a closer cooperation between government and business activities while being slow to regulate privacy and data transparency. The problem with regulating AI is that it is not a discrete technology but a collection of different technologies and patterns that use machine learning to achieve different objectives.

Learning about complex and challenging science topics with advanced learning technologies requires students to regulate their learning. The deployment of key cognitive and metacognitive regulatory processes is key to enhancing learning in open-ended learning environments such as hypermedia. In this paper, we propose a metaphor—Computers as MetaCognitive tools—to characterize the complex nature of the learning context, self- regulatory processes, task conditions, and features of advanced learning technologies. We briefly outline the theoretical and conceptual assumptions of self-regulated learning (SRL) underlying MetaTutor, a hypermedia environment designed to train and foster students’ SRL processes in biology. Lastly, we provide preliminary learning outcome and SRL process data on the deployment of SRL processes during learning with MetaTutor.

The goal of this paper is to present four key assumptions regarding the measurement of cognitive and metacognitive regulatory processes used during learning with hypermedia. First, we assume it is possible to detect, trace, model, and foster SRL processes during learning with hypermedia. Second, understanding the complex nature of the regulatory processes during learning with hypermedia is critical in determining why certain processes are used throughout a learning task. Third, it is assumed that the use of SRL processes can dynamically change over time and that they are cyclical in nature (influenced by internal and external conditions and feedback mechanisms). Fourth, capturing, identifying, and classifying SRL processes used during learning with hypermedia is a rather challenging task.