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Register a new userBringing personalized learning into computer-aided question generation
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Added by
Yi-Ting Huang
Publication date
2018
fields
Informatics Engineering
and research's language is
English
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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.
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Second language (L2) English learners often find it difficult to improve their pronunciations due to the lack of expressive and personalized corrective feedback. In this paper, we present Pronunciation Teacher (PTeacher), a Computer-Aided Pronunciation Training (CAPT) system that provides personalized exaggerated audio-visual corrective feedback for mispronunciations. Though the effectiveness of exaggerated feedback has been demonstrated, it is still unclear how to define the appropriate degrees of exaggeration when interacting with individual learners. To fill in this gap, we interview 100 L2 English learners and 22 professional native teachers to understand their needs and experiences. Three critical metrics are proposed for both learners and teachers to identify the best exaggeration levels in both audio and visual modalities. Additionally, we incorporate the personalized dynamic feedback mechanism given the English proficiency of learners. Based on the obtained insights, a comprehensive interactive pronunciation training course is designed to help L2 learners rectify mispronunciations in a more perceptible, understandable, and discriminative manner. Extensive user studies demonstrate that our system significantly promotes the learners learning efficiency.
In the last several years, the field of computer assisted language learning has increasingly focused on computer aided question generation. However, this approach often provides test takers with an exhaustive amount of questions that are not designed for any specific testing purpose. In this work, we present a personalized computer aided question generation that generates multiple choice questions at various difficulty levels and types, including vocabulary, grammar and reading comprehension. In order to improve the weaknesses of test takers, it selects questions depending on an estimated proficiency level and unclear concepts behind incorrect responses. This results show that the students with the personalized automatic quiz generation corrected their mistakes more frequently than ones only with computer aided question generation. Moreover, students demonstrated the most progress between the pretest and post test and correctly answered more difficult questions. Finally, we investigated the personalizing strategy and found that a student could make a significant progress if the proposed system offered the vocabulary questions at the same level of his or her proficiency level, and if the grammar and reading comprehension questions were at a level lower than his or her proficiency level.
Engineering sketches form the 2D basis of parametric Computer-Aided Design (CAD), the foremost modeling paradigm for manufactured objects. In this paper we tackle the problem of learning based engineering sketch generation as a first step towards synthesis and composition of parametric CAD models. We propose two generative models, CurveGen and TurtleGen, for engineering sketch generation. Both models generate curve primitives without the need for a sketch constraint solver and explicitly consider topology for downstream use with constraints and 3D CAD modeling operations. We find in our perceptual evaluation using human subjects that both CurveGen and TurtleGen produce more realistic engineering sketches when compared with the current state-of-the-art for engineering sketch generation.
As open source software (OSS) becomes increasingly mature and popular, there are significant challenges with properly accounting for usability concerns for the diverse end users. Participatory design, where multiple stakeholders collaborate on iterating the design, can be an efficient way to address the usability concerns for OSS projects. However, barriers such as a code-centric mindset and insufficient tool support often prevent OSS teams from effectively including end users in participatory design methods. This paper proposes preliminary contributions to this problem through the user-centered exploration of (1) a set of design guidelines that capture the needs of OSS participatory design tools, (2) two personas that represent the characteristics of OSS designers and end users, and (3) a low-fidelity prototype tool for end user involvement in OSS projects. This work paves the road for future studies about tool design that would eventually help improve OSS usability.
We study automatic question generation for sentences from text passages in reading comprehension. We introduce an attention-based sequence learning model for the task and investigate the effect of encoding sentence- vs. paragraph-level information. In contrast to all previous work, our model does not rely on hand-crafted rules or a sophisticated NLP pipeline; it is instead trainable end-to-end via sequence-to-sequence learning. Automatic evaluation results show that our system significantly outperforms the state-of-the-art rule-based system. In human evaluations, questions generated by our system are also rated as being more natural (i.e., grammaticality, fluency) and as more difficult to answer (in terms of syntactic and lexical divergence from the original text and reasoning needed to answer).
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