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- All Subjects: Computer Science
- Creators: Tong, Hanghang
Description
There has been a lot of research in the field of artificial intelligence about thinking machines. Alan Turing proposed a test to observe a machine's intelligent behaviour with respect to natural language conversation. The Winograd schema challenge is suggested as an alternative, to the Turing test. It needs inferencing capabilities, reasoning abilities and background knowledge to get the answer right. It involves a coreference resolution task in which a machine is given a sentence containing a situation which involves two entities, one pronoun and some more information about the situation and the machine has to come up with the right resolution of a pronoun to one of the entities. The complexity of the task is increased with the fact that the Winograd sentences are not constrained by one domain or specific sentence structure and it also contains a lot of human proper names. This modification makes the task of association of entities, to one particular word in the sentence, to derive the answer, difficult. I have developed a pronoun resolver system for the confined domain Winograd sentences. I have developed a classifier or filter which takes input sentences and decides to accept or reject them based on a particular criteria. Once the sentence is accepted. I run parsers on it to obtain the detailed analysis. Furthermore I have developed four answering modules which use world knowledge and inferencing mechanisms to try and resolve the pronoun. The four techniques I use are : ConceptNet knowledgebase, Search engine pattern counts,Narrative event chains and sentiment analysis. I have developed a particular aggregation mechanism for the answers from these modules to arrive at a final answer. I have used caching technique for the association relations that I obtain for different modules, so as to boost the performance. I run my system on the standard ‘nyu dataset’ of Winograd sentences and questions. This dataset is then restricted, by my classifier, to 90 sentences. I evaluate my system on this 90 sentence dataset. When I compare my results against the state of the art system on the same dataset, I get nearly 4.5 % improvement in the restricted domain.
ContributorsBudukh, Tejas Ulhas (Author) / Baral, Chitta (Thesis advisor) / VanLehn, Kurt (Committee member) / Davulcu, Hasan (Committee member) / Arizona State University (Publisher)
Created2013
Description
This thesis is an initial test of the hypothesis that superficial measures suffice for measuring collaboration among pairs of students solving complex math problems, where the degree of collaboration is categorized at a high level. Data were collected
in the form of logs from students' tablets and the vocal interaction between pairs of students. Thousands of different features were defined, and then extracted computationally from the audio and log data. Human coders used richer data (several video streams) and a thorough understand of the tasks to code episodes as
collaborative, cooperative or asymmetric contribution. Machine learning was used to induce a detector, based on random forests, that outputs one of these three codes for an episode given only a characterization of the episode in terms of superficial features. An overall accuracy of 92.00% (kappa = 0.82) was obtained when
comparing the detector's codes to the humans' codes. However, due irregularities in running the study (e.g., the tablet software kept crashing), these results should be viewed as preliminary.
in the form of logs from students' tablets and the vocal interaction between pairs of students. Thousands of different features were defined, and then extracted computationally from the audio and log data. Human coders used richer data (several video streams) and a thorough understand of the tasks to code episodes as
collaborative, cooperative or asymmetric contribution. Machine learning was used to induce a detector, based on random forests, that outputs one of these three codes for an episode given only a characterization of the episode in terms of superficial features. An overall accuracy of 92.00% (kappa = 0.82) was obtained when
comparing the detector's codes to the humans' codes. However, due irregularities in running the study (e.g., the tablet software kept crashing), these results should be viewed as preliminary.
ContributorsViswanathan, Sree Aurovindh (Author) / VanLehn, Kurt (Thesis advisor) / T.H CHI, Michelene (Committee member) / Walker, Erin (Committee member) / Arizona State University (Publisher)
Created2014
Description
Research in the learning sciences suggests that students learn better by collaborating with their peers than learning individually. Students working together as a group tend to generate new ideas more frequently and exhibit a higher level of reasoning. In this internet age with the advent of massive open online courses (MOOCs), students across the world are able to access and learn material remotely. This creates a need for tools that support distant or remote collaboration. In order to build such tools we need to understand the basic elements of remote collaboration and how it differs from traditional face-to-face collaboration.
The main goal of this thesis is to explore how spoken dialogue varies in face-to-face and remote collaborative learning settings. Speech data is collected from student participants solving mathematical problems collaboratively on a tablet. Spoken dialogue is analyzed based on conversational and acoustic features in both the settings. Looking for collaborative differences of transactivity and dialogue initiative, both settings are compared in detail using machine learning classification techniques based on acoustic and prosodic features of speech. Transactivity is defined as a joint construction of knowledge by peers. The main contributions of this thesis are: a speech corpus to analyze spoken dialogue in face-to-face and remote settings and an empirical analysis of conversation, collaboration, and speech prosody in both the settings. The results from the experiments show that amount of overlap is lower in remote dialogue than in the face-to-face setting. There is a significant difference in transactivity among strangers. My research benefits the computer-supported collaborative learning community by providing an analysis that can be used to build more efficient tools for supporting remote collaborative learning.
The main goal of this thesis is to explore how spoken dialogue varies in face-to-face and remote collaborative learning settings. Speech data is collected from student participants solving mathematical problems collaboratively on a tablet. Spoken dialogue is analyzed based on conversational and acoustic features in both the settings. Looking for collaborative differences of transactivity and dialogue initiative, both settings are compared in detail using machine learning classification techniques based on acoustic and prosodic features of speech. Transactivity is defined as a joint construction of knowledge by peers. The main contributions of this thesis are: a speech corpus to analyze spoken dialogue in face-to-face and remote settings and an empirical analysis of conversation, collaboration, and speech prosody in both the settings. The results from the experiments show that amount of overlap is lower in remote dialogue than in the face-to-face setting. There is a significant difference in transactivity among strangers. My research benefits the computer-supported collaborative learning community by providing an analysis that can be used to build more efficient tools for supporting remote collaborative learning.
ContributorsNelakurthi, Arun Reddy (Author) / Pon-Barry, Heather (Thesis advisor) / VanLehn, Kurt (Committee member) / Walker, Erin (Committee member) / Arizona State University (Publisher)
Created2014
Description
Strong communities are important for society. One of the most important community builders, making friends, is poorly supported online. Dating sites support it but in romantic contexts. Other major social networks seem not to encourage it because either their purpose isn't compatible with introducing strangers or the prevalent methods of introduction aren't effective enough to merit use over real word alternatives. This paper presents a novel digital social network emphasizing creating friendships. Research has shown video chat communication can reach in-person levels of trust; coupled with a game environment to ease the discomfort people often have interacting with strangers and a recommendation engine, Zazzer, the presented system, allows people to meet and get to know each other in a manner much more true to real life than traditional methods. Its network also allows players to continue to communicate afterwards. The evaluation looks at real world use, measuring the frequency with which players choose the video chat game versus alternative, more traditional methods of online introduction. It also looks at interactions after the initial meeting to discover how effective video chat games are in creating sticky social connections. After initial use it became apparent a critical mass of users would be necessary to draw strong conclusions, however the collected data seemed to give preliminary support to the idea that video chat games are more effective than traditional ways of meeting online in creating new relationships.
ContributorsSorensen, Asael (Author) / VanLehn, Kurt (Thesis advisor) / Liu, Huan (Committee member) / Burleson, Winslow (Committee member) / Arizona State University (Publisher)
Created2011
Description
With the rapid growth of mobile computing and sensor technology, it is now possible to access data from a variety of sources. A big challenge lies in linking sensor based data with social and cognitive variables in humans in real world context. This dissertation explores the relationship between creativity in teamwork, and team members' movement and face-to-face interaction strength in the wild. Using sociometric badges (wearable sensors), electronic Experience Sampling Methods (ESM), the KEYS team creativity assessment instrument, and qualitative methods, three research studies were conducted in academic and industry R&D; labs. Sociometric badges captured movement of team members and face-to-face interaction between team members. KEYS scale was implemented using ESM for self-rated creativity and expert-coded creativity assessment. Activities (movement and face-to-face interaction) and creativity of one five member and two seven member teams were tracked for twenty five days, eleven days, and fifteen days respectively. Day wise values of movement and face-to-face interaction for participants were mean split categorized as creative and non-creative using self- rated creativity measure and expert-coded creativity measure. Paired-samples t-tests [t(36) = 3.132, p < 0.005; t(23) = 6.49 , p < 0.001] confirmed that average daily movement energy during creative days (M = 1.31, SD = 0.04; M = 1.37, SD = 0.07) was significantly greater than the average daily movement of non-creative days (M = 1.29, SD = 0.03; M = 1.24, SD = 0.09). The eta squared statistic (0.21; 0.36) indicated a large effect size. A paired-samples t-test also confirmed that face-to-face interaction tie strength of team members during creative days (M = 2.69, SD = 4.01) is significantly greater [t(41) = 2.36, p < 0.01] than the average face-to-face interaction tie strength of team members for non-creative days (M = 0.9, SD = 2.1). The eta squared statistic (0.11) indicated a large effect size. The combined approach of principal component analysis (PCA) and linear discriminant analysis (LDA) conducted on movement and face-to-face interaction data predicted creativity with 87.5% and 91% accuracy respectively. This work advances creativity research and provides a foundation for sensor based real-time creativity support tools for teams.
ContributorsTripathi, Priyamvada (Author) / Burleson, Winslow (Thesis advisor) / Liu, Huan (Committee member) / VanLehn, Kurt (Committee member) / Pentland, Alex (Committee member) / Arizona State University (Publisher)
Created2011
Description
Lots of previous studies have analyzed human tutoring at great depths and have shown expert human tutors to produce effect sizes, which is twice of that produced by an intelligent tutoring system (ITS). However, there has been no consensus on which factor makes them so effective. It is important to know this, so that same phenomena can be replicated in an ITS in order to achieve the same level of proficiency as expert human tutors. Also, to the best of my knowledge no one has looked at student reactions when they are working with a computer based tutor. The answers to both these questions are needed in order to build a highly effective computer-based tutor. My research focuses on the second question. In the first phase of my thesis, I analyzed the behavior of students when they were working with a step-based tutor Andes, using verbal-protocol analysis. The accomplishment of doing this was that I got to know of some ways in which students use a step-based tutor which can pave way for the creation of more effective computer-based tutors. I found from the first phase of the research that students often keep trying to fix errors by guessing repeatedly instead of asking for help by clicking the hint button. This phenomenon is known as hint refusal. Surprisingly, a large portion of the student's foundering was due to hint refusal. The hypothesis tested in the second phase of the research is that hint refusal can be significantly reduced and learning can be significantly increased if Andes uses more unsolicited hints and meta hints. An unsolicited hint is a hint that is given without the student asking for one. A meta-hint is like an unsolicited hint in that it is given without the student asking for it, but it just prompts the student to click on the hint button. Two versions of Andes were compared: the original version and a new version that gave more unsolicited and meta-hints. During a two-hour experiment, there were large, statistically reliable differences in several performance measures suggesting that the new policy was more effective.
ContributorsRanganathan, Rajagopalan (Author) / VanLehn, Kurt (Thesis advisor) / Atkinson, Robert (Committee member) / Burleson, Winslow (Committee member) / Arizona State University (Publisher)
Created2011
Description
Introductory programming courses, also known as CS1, have a specific set of expected outcomes related to the learning of the most basic and essential computational concepts in computer science (CS). However, two of the most often heard complaints in such courses are that (1) they are divorced from the reality of application and (2) they make the learning of the basic concepts tedious. The concepts introduced in CS1 courses are highly abstract and not easily comprehensible. In general, the difficulty is intrinsic to the field of computing, often described as "too mathematical or too abstract." This dissertation presents a small-scale mixed method study conducted during the fall 2009 semester of CS1 courses at Arizona State University. This study explored and assessed students' comprehension of three core computational concepts - abstraction, arrays of objects, and inheritance - in both algorithm design and problem solving. Through this investigation students' profiles were categorized based on their scores and based on their mistakes categorized into instances of five computational thinking concepts: abstraction, algorithm, scalability, linguistics, and reasoning. It was shown that even though the notion of computational thinking is not explicit in the curriculum, participants possessed and/or developed this skill through the learning and application of the CS1 core concepts. Furthermore, problem-solving experiences had a direct impact on participants' knowledge skills, explanation skills, and confidence. Implications for teaching CS1 and for future research are also considered.
ContributorsBillionniere, Elodie V (Author) / Collofello, James (Thesis advisor) / Ganesh, Tirupalavanam G. (Thesis advisor) / VanLehn, Kurt (Committee member) / Burleson, Winslow (Committee member) / Arizona State University (Publisher)
Created2011
Description
This thesis studies recommendation systems and considers joint sampling and learning. Sampling in recommendation systems is to obtain users' ratings on specific items chosen by the recommendation platform, and learning is to infer the unknown ratings of users to items given the existing data. In this thesis, the problem is formulated as an adaptive matrix completion problem in which sampling is to reveal the unknown entries of a $U\times M$ matrix where $U$ is the number of users, $M$ is the number of items, and each entry of the $U\times M$ matrix represents the rating of a user to an item. In the literature, this matrix completion problem has been studied under a static setting, i.e., recovering the matrix based on a set of partial ratings. This thesis considers both sampling and learning, and proposes an adaptive algorithm. The algorithm adapts its sampling and learning based on the existing data. The idea is to sample items that reveal more information based on the previous sampling results and then learn based on clustering. Performance of the proposed algorithm has been evaluated using simulations.
ContributorsZhu, Lingfang (Author) / Xue, Guoliang (Thesis advisor) / He, Jingrui (Committee member) / Tong, Hanghang (Committee member) / Arizona State University (Publisher)
Created2015
Description
The amount of time series data generated is increasing due to the integration of sensor technologies with everyday applications, such as gesture recognition, energy optimization, health care, video surveillance. The use of multiple sensors simultaneously
for capturing different aspects of the real world attributes has also led to an increase in dimensionality from uni-variate to multi-variate time series. This has facilitated richer data representation but also has necessitated algorithms determining similarity between two multi-variate time series for search and analysis.
Various algorithms have been extended from uni-variate to multi-variate case, such as multi-variate versions of Euclidean distance, edit distance, dynamic time warping. However, it has not been studied how these algorithms account for asynchronous in time series. Human gestures, for example, exhibit asynchrony in their patterns as different subjects perform the same gesture with varying movements in their patterns at different speeds. In this thesis, we propose several algorithms (some of which also leverage metadata describing the relationships among the variates). In particular, we present several techniques that leverage the contextual relationships among the variates when measuring multi-variate time series similarities. Based on the way correlation is leveraged, various weighing mechanisms have been proposed that determine the importance of a dimension for discriminating between the time series as giving the same weight to each dimension can led to misclassification. We next study the robustness of the considered techniques against different temporal asynchronies, including shifts and stretching.
Exhaustive experiments were carried on datasets with multiple types and amounts of temporal asynchronies. It has been observed that accuracy of algorithms that rely on data to discover variate relationships can be low under the presence of temporal asynchrony, whereas in case of algorithms that rely on external metadata, robustness against asynchronous distortions tends to be stronger. Specifically, algorithms using external metadata have better classification accuracy and cluster separation than existing state-of-the-art work, such as EROS, PCA, and naive dynamic time warping.
for capturing different aspects of the real world attributes has also led to an increase in dimensionality from uni-variate to multi-variate time series. This has facilitated richer data representation but also has necessitated algorithms determining similarity between two multi-variate time series for search and analysis.
Various algorithms have been extended from uni-variate to multi-variate case, such as multi-variate versions of Euclidean distance, edit distance, dynamic time warping. However, it has not been studied how these algorithms account for asynchronous in time series. Human gestures, for example, exhibit asynchrony in their patterns as different subjects perform the same gesture with varying movements in their patterns at different speeds. In this thesis, we propose several algorithms (some of which also leverage metadata describing the relationships among the variates). In particular, we present several techniques that leverage the contextual relationships among the variates when measuring multi-variate time series similarities. Based on the way correlation is leveraged, various weighing mechanisms have been proposed that determine the importance of a dimension for discriminating between the time series as giving the same weight to each dimension can led to misclassification. We next study the robustness of the considered techniques against different temporal asynchronies, including shifts and stretching.
Exhaustive experiments were carried on datasets with multiple types and amounts of temporal asynchronies. It has been observed that accuracy of algorithms that rely on data to discover variate relationships can be low under the presence of temporal asynchrony, whereas in case of algorithms that rely on external metadata, robustness against asynchronous distortions tends to be stronger. Specifically, algorithms using external metadata have better classification accuracy and cluster separation than existing state-of-the-art work, such as EROS, PCA, and naive dynamic time warping.
ContributorsGarg, Yash (Author) / Candan, Kasim Selcuk (Thesis advisor) / Chowell-Punete, Gerardo (Committee member) / Tong, Hanghang (Committee member) / Davulcu, Hasan (Committee member) / Sapino, Maria Luisa (Committee member) / Arizona State University (Publisher)
Created2015
Description
Micro-blogging platforms like Twitter have become some of the most popular sites for people to share and express their views and opinions about public events like debates, sports events or other news articles. These social updates by people complement the written news articles or transcripts of events in giving the popular public opinion about these events. So it would be useful to annotate the transcript with tweets. The technical challenge is to align the tweets with the correct segment of the transcript. ET-LDA by Hu et al [9] addresses this issue by modeling the whole process with an LDA-based graphical model. The system segments the transcript into coherent and meaningful parts and also determines if a tweet is a general tweet about the event or it refers to a particular segment of the transcript. One characteristic of the Hu et al’s model is that it expects all the data to be available upfront and uses batch inference procedure. But in many cases we find that data is not available beforehand, and it is often streaming. In such cases it is infeasible to repeatedly run the batch inference algorithm. My thesis presents an online inference algorithm for the ET-LDA model, with a continuous stream of tweet data and compare their runtime and performance to existing algorithms.
ContributorsAcharya, Anirudh (Author) / Kambhampati, Subbarao (Thesis advisor) / Davulcu, Hasan (Committee member) / Tong, Hanghang (Committee member) / Arizona State University (Publisher)
Created2015