Within STEM domains, physics is considered to be one of the most difficult topics to master, in part because many of the underlying principles are counter-intuitive. Effective teaching methods rely on engaging the student in active experimentation and encouraging deep reasoning, often through the use of selfexplanation. Supporting such instructional approaches poses a challenge for developers of Intelligent Tutoring Systems. We describe a system that addresses this challenge by teaching conceptual knowledge about basic electronics and electricity through guided experimentation with a circuit simulator and reflective dialogue to encourage effective self-explanation. The Basic Electricity and Electronics Tutorial Learning Environment (BEETLE II) advances the state of the art in dynamic adaptive feedback generation and natural language processing (NLP) by extending symbolic NLP techniques to support unrestricted student natural language input in the context of a dynamically changing simulation environment in a moderately complex domain. This allows contextually-appropriate feedback to be generated "on the fly" without requiring curriculum designers to anticipate possible student answers and manually author multiple feedback messages. We present the results of a system evaluation. Our curriculum is highly effective, achieving effect sizes of 1.72 when comparing pre-to post-test learning gains from our system to those of a no-training control group. However, we are unable to demonstrate that dynamically generated feedback is superior to a non-NLP feedback condition. Evaluation of interpretation quality demonstrates its link with instructional effectiveness, and provides directions for future research and development.

This paper describes our work on dialogue systems that can mimic human conversation, with the goal of providing intuitive access to a wide range of applications by expanding the user's options in the interaction. We concentrate on practical dialogue: dialogues in which the participants need to accomplish some objective or perform some task. Two hypotheses regarding practical dialogue motivate our research. First, that the conversational competence required for practical dialogues, while still complex, is significantly simpler to achieve than general human conversational competence. And second, that within the genre of practical dialogue, the bulk of the complexity in the language interpretation and dialogue management is independent of the task being performed. If these hypotheses are true, then it should be possible to build a generic dialogue shell for practical dialogue, by which we mean the full range of components required in a dialogue system, including speech recognition, language processing, dialogue management and response planning, built in such a way as to be readily adapted to new applications by specifying the domain and task models. This paper documents our progress and what we have learned so far based on building and adapting systems in a series of different problem solving domains.

Abstract:To participate in conversations with people, robots must not only see and talk with people but make use of the conventions of conversation and of how to be connected to their human counterparts. This paper reports on research on engagement in human-human interaction and applications to (non-mobile) robots interacting with humans in hosting activities.

We describe a framework for deep linguistic processing for natural language understanding in task-oriented spoken dialogue systems. The goal is to create domaingeneral processing techniques that can be shared across all domains and dialogue tasks, combined with domain-specific optimization based on an ontology mapping from the generic LF to the application ontology. This framework has been tested in six domains that involve tasks such as interactive planning, coordination operations, tutoring, and learning.

We describe an approach to dealing with interpretation errors in a tutorial dialogue system. Allowing students to provide explanations and generate contentful talk can be helpful for learning, but the language that can be understood by a computer system is limited by the current technology. Techniques for dealing with understanding problems have been developed primarily for spoken dialogue systems in informationseeking domains, and are not always appropriate for tutorial dialogue. We present a classification of interpretation errors and our approach for dealing with them within an implemented tutorial dialogue system.