REVIEW OF THE XV ANNUAL STUDENT MODEL TRIAL “ALL-RUSSIAN JUDICIAL DEBATES 2019”

2019 ◽  
Vol 4 (2) ◽  
pp. 136-144
Author(s):  
Yuriy Lukin ◽  
Nikita Makolkin
Keyword(s):  
Author(s):  
Guillermo Santamaría-Bonfil ◽  
Yasmín Hernández ◽  
Miguel Pérez-Ramírez ◽  
G. Arroyo-Figueroa

Author(s):  
Karla Muñoz ◽  
Paul Mc Kevitt ◽  
Tom Lunney ◽  
Julieta Noguez ◽  
Luis Neri

Teaching methods must adapt to learners’ expectations. Computer game-based learning environments enable learning through experimentation and are inherently motivational. However, for identifying when learners achieve learning goals and providing suitable feedback, Intelligent Tutoring Systems must be used. Recognizing the learner’s affective state enables educational games to improve the learner’s experience or to distinguish relevant emotions. This chapter discusses the creation of an affective student model that infers the learner’s emotions from cognitive and motivational variables through observable behavior. The control-value theory of ‘achievement emotions’ provides a basis for this work. A Probabilistic Relational Models (PRMs) approach for affective student modeling, which is based on Dynamic Bayesian Networks, is discussed. The approach is tested through a prototyping study based on Wizard-of-Oz experiments and preliminary results are presented. The affective student model will be incorporated into PlayPhysics, an emotional game-based learning environment for teaching Physics. PRMs facilitate the design of student models with Bayesian Networks. The effectiveness of PlayPhysics will be evaluated by comparing the students’ learning gains and learning efficiencies.


2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shaofei Wang ◽  
Depeng Dang

PurposePrevious knowledge base question answering (KBQA) models only consider the monolingual scenario and cannot be directly extended to the cross-lingual scenario, in which the language of questions and that of knowledge base (KB) are different. Although a machine translation (MT) model can bridge the gap through translating questions to the language of KB, the noises of translated questions could accumulate and further sharply impair the final performance. Therefore, the authors propose a method to improve the robustness of KBQA models in the cross-lingual scenario.Design/methodology/approachThe authors propose a knowledge distillation-based robustness enhancement (KDRE) method. Specifically, first a monolingual model (teacher) is trained by ground truth (GT) data. Then to imitate the practical noises, a noise-generating model is designed to inject two types of noise into questions: general noise and translation-aware noise. Finally, the noisy questions are input into the student model. Meanwhile, the student model is jointly trained by GT data and distilled data, which are derived from the teacher when feeding GT questions.FindingsThe experimental results demonstrate that KDRE can improve the performance of models in the cross-lingual scenario. The performance of each module in KBQA model is improved by KDRE. The knowledge distillation (KD) and noise-generating model in the method can complementarily boost the robustness of models.Originality/valueThe authors first extend KBQA models from monolingual to cross-lingual scenario. Also, the authors first implement KD for KBQA to develop robust cross-lingual models.


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