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Register a new userPredicting Engagement in Video Lectures
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Added by
Sahan Bulathwela
Publication date
2020
fields
Informatics Engineering
and research's language is
English
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The explosion of Open Educational Resources (OERs) in the recent years creates the demand for scalable, automatic approaches to process and evaluate OERs, with the end goal of identifying and recommending the most suitable educational materials for learners. We focus on building models to find the characteristics and features involved in context-agnostic engagement (i.e. population-based), a seldom researched topic compared to other contextualised and personalised approaches that focus more on individual learner engagement. Learner engagement, is arguably a more reliable measure than popularity/number of views, is more abundant than user ratings and has also been shown to be a crucial component in achieving learning outcomes. In this work, we explore the idea of building a predictive model for population-based engagement in education. We introduce a novel, large dataset of video lectures for predicting context-agnostic engagement and propose both cross-modal and modality-specific feature sets to achieve this task. We further test different strategies for quantifying learner engagement signals. We demonstrate the use of our approach in the case of data scarcity. Additionally, we perform a sensitivity analysis of the best performing model, which shows promising performance and can be easily integrated into an educational recommender system for OERs.
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Educational technologies, and the systems of schooling in which they are deployed, enact particular ideologies about what is important to know and how learners should learn. As artificial intelligence technologies -- in education and beyond -- have led to inequitable outcomes for marginalized communities, various approaches have been developed to evaluate and mitigate AI systems disparate impact. However, we argue in this paper that the dominant paradigm of evaluating fairness on the basis of performance disparities in AI models is inadequate for confronting the structural inequities that educational AI systems (re)produce. We draw on a lens of structural injustice informed by critical theory and Black feminist scholarship to critically interrogate several widely-studied and widely-adopted categories of educational AI systems and demonstrate how educational AI technologies are bound up in and reproduce historical legacies of structural injustice and inequity, regardless of the parity of their models performance. We close with alternative visions for a more equitable future for educational AI research.
As part of a perennial project, our team is actively engaged in developing new synthetic assistant (SA) technologies to assist in training combat medics and medical first responders. It is critical that medical first responders are well trained to deal with emergencies more effectively. This would require real-time monitoring and feedback for each trainee. Therefore, we introduced a voice-based SA to augment the training process of medical first responders and enhance their performance in the field. The potential benefits of SAs include a reduction in training costs and enhanced monitoring mechanisms. Despite the increased usage of voice-based personal assistants (PAs) in day-to-day life, the associated effects are commonly neglected for a study of human factors. Therefore, this paper focuses on performance analysis of the developed voice-based SA in emergency care provider training for a selected emergency treatment scenario. The research discussed in this paper follows design science in developing proposed technology; at length, we discussed architecture and development and presented working results of voice-based SA. The empirical testing was conducted on two groups as user studies using statistical analysis tools, one trained with conventional methods and the other with the help of SA. The statistical results demonstrated the amplification in training efficacy and performance of medical responders powered by SA. Furthermore, the paper also discusses the accuracy and time of task execution (t) and concludes with the guidelines for resolving the identified problems.
Robots are becoming an important way to deliver health care, and personality is vital to understanding their effectiveness. Despite this, there is a lack of a systematic overarching understanding of personality in health care human robot interaction (H-HRI). To address this, the authors conducted a review that identified 18 studies on personality in H-HRI. This paper presents the results of that systematic literature review. Insights are derived from this review regarding the methodologies, outcomes, and samples utilized. The authors of this review discuss findings across this literature while identifying several gaps worthy of attention. Overall, this paper is an important starting point in understanding personality in H-HRI.
With the widespread use of mobile phones, users can share their location and activity anytime, anywhere, as a form of check in data. These data reflect user features. Long term stable, and a set of user shared features can be abstracted as user roles. The role is closely related to the users social background, occupation, and living habits. This study provides four main contributions. Firstly, user feature models from different views for each user are constructed from the analysis of check in data. Secondly, K Means algorithm is used to discover user roles from user features. Thirdly, a reinforcement learning algorithm is proposed to strengthen the clustering effect of user roles and improve the stability of the clustering result. Finally, experiments are used to verify the validity of the method, the results of which show the effectiveness of the method.
Scholars and practitioners across domains are increasingly concerned with algorithmic transparency and opacity, interrogating the values and assumptions embedded in automated, black-boxed systems, particularly in user-generated content platforms. I report from an ethnography of infrastructure in Wikipedia to discuss an often understudied aspect of this topic: the local, contextual, learned expertise involved in participating in a highly automated social-technical environment. Today, the organizational culture of Wikipedia is deeply intertwined with various data-driven algorithmic systems, which Wikipedians rely on to help manage and govern the anyone can edit encyclopedia at a massive scale. These bots, scripts, tools, plugins, and dashboards make Wikipedia more efficient for those who know how to work with them, but like all organizational culture, newcomers must learn them if they want to fully participate. I illustrate how cultural and organizational expertise is enacted around algorithmic agents by discussing two autoethnographic vignettes, which relate my personal experience as a veteran in Wikipedia. I present thick descriptions of how governance and gatekeeping practices are articulated through and in alignment with these automated infrastructures. Over the past 15 years, Wikipedian veterans and administrators have made specific decisions to support administrative and editorial workflows with automation in particular ways and not others. I use these cases of Wikipedias bot-supported bureaucracy to discuss several issues in the fields of critical algorithms studies, critical data studies, and fairness, accountability, and transparency in machine learning -- most principally arguing that scholarship and practice must go beyond trying to open up the black box of such systems and also examine sociocultural processes like newcomer socialization.
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