The growing need for psychological support due to increasing pressures has exposed the scarcity of relevant datasets, particularly in non-English languages. To address this, we propose a framework that leverages limited real-world data and expert knowledge to fine-tune two large language models: Dialog Generator and Dialog Modifier. The Generator creates large-scale psychological counseling dialogues based on predefined paths, which guide system response strategies and user interactions, forming the basis for effective support. The Modifier refines these dialogues to align with real-world data quality. Through both automated and manual review, we construct the Chinese Psychological support Dialogue Dataset (CPsDD), containing 68K dialogues across 13 groups, 16 psychological problems, 13 causes, and 12 support focuses. Additionally, we introduce the Comprehensive Agent Dialogue Support System (CADSS), where a Profiler analyzes user characteristics, a Summarizer condenses dialogue history, a Planner selects strategies, and a Supporter generates empathetic responses. The experimental results of the Strategy Prediction and Emotional Support Conversation (ESC) tasks demonstrate that CADSS achieves state-of-the-art performance on both CPsDD and ESConv datasets.

Language Models have previously shown strong negotiation capabilities in closed domains where the negotiation strategy prediction scope is constrained to a specific setup. In this paper, we first show that these models are not generalizable beyond their original training domain despite their wide-scale pretraining. Following this, we propose an automated framework called GNOME, which processes existing human-annotated, closed-domain datasets using Large Language Models and produces synthetic open-domain dialogues for negotiation. GNOME improves the generalizability of negotiation systems while reducing the expensive and subjective task of manual data curation. Through our experimental setup, we create a benchmark comparing encoder and decoder models trained on existing datasets against datasets created through GNOME. Our results show that models trained on our dataset not only perform better than previous state of the art models on domain specific strategy prediction, but also generalize better to previously unseen domains.

Predicting the strategy (sequence of concepts) that a student is likely to use in problem-solving helps Adaptive Instructional Systems (AISs) better adapt themselves to different types of learners based on their learning abilities. This can lead to a more dynamic, engaging, and personalized experience for students. To scale up training a prediction model (such as LSTMs) over large-scale education datasets, we develop a non-parametric approach to cluster symmetric instances in the data. Specifically, we learn a representation based on Node2Vec that encodes symmetries over mastery or skill level since, to solve a problem, it is natural that a student's strategy is likely to involve concepts in which they have gained mastery. Using this representation, we use DP-Means to group symmetric instances through a coarse-to-fine refinement of the clusters. We apply our model to learn strategies for Math learning from large-scale datasets from MATHia, a leading AIS for middle-school math learning. Our results illustrate that our approach can consistently achieve high accuracy using a small sample that is representative of the full dataset. Further, we show that this approach helps us learn strategies with high accuracy for students at different skill levels, i.e., leveraging symmetries improves fairness in the prediction model.

Understanding a student's problem-solving strategy can have a significant impact on effective math learning using Intelligent Tutoring Systems (ITSs) and Adaptive Instructional Systems (AISs). For instance, the ITS/AIS can better personalize itself to correct specific misconceptions that are indicated by incorrect strategies, specific problems can be designed to improve strategies and frustration can be minimized by adapting to a student's natural way of thinking rather than trying to fit a standard strategy for all. While it may be possible for human experts to identify strategies manually in classroom settings with sufficient student interaction, it is not possible to scale this up to big data. Therefore, we leverage advances in Machine Learning and AI methods to perform scalable strategy prediction that is also fair to students at all skill levels. Specifically, we develop an embedding called MVec where we learn a representation based on the mastery of students. We then cluster these embeddings with a non-parametric clustering method where we progressively learn clusters such that we group together instances that have approximately symmetrical strategies. The strategy prediction model is trained on instances sampled from these clusters. This ensures that we train the model over diverse strategies and also that strategies from a particular group do not bias the DNN model, thus allowing it to optimize its parameters over all groups. Using real world large-scale student interaction datasets from MATHia, we implement our approach using transformers and Node2Vec for learning the mastery embeddings and LSTMs for predicting strategies. We show that our approach can scale up to achieve high accuracy by training on a small sample of a large dataset and also has predictive equality, i.e., it can predict strategies equally well for learners at diverse skill levels.

Conversational tutoring systems (CTSs) aim to help students master educational material with natural language interaction in the form of a dialog. CTSs have become a key pillar in educational data mining research. A key challenge in CTSs is to engage the student in the conversation while exposing them to a diverse set of teaching strategies, akin to a human teacher, thereby, helping them learn in the process. Different from previous work that generates responses given the strategies as input, we propose to jointly predict teaching strategies and generate tutor responses accordingly, which fits a more realistic application scenario. We benchmark several competitive models on three dialog tutoring datasets and propose a unified framework that combines teaching response generation and pedagogical strategy prediction, where a self-distillation mechanism is adopted to guide the teaching strategy learning and facilitate tutor response generation. Our experiments and analyses shed light on how teaching strategies affect dialog tutoring.