Organizational Unit:

School of Interactive Computing

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https://hdl.handle.net/1853/70783

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Organizational Unit

College of Computing

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https://finding-aids.library.gatech.edu/agents/corporate_entities/1113

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Publication Search Results

Now showing 1 - 10 of 35

A virtual coach for question asking and enabling learning by reflection in startup engineering

(Georgia Institute of Technology, 2020-12) Goel, Ashok K. ; Hong, Sung Jae ; Kuthalam, Mukundan ; Arcalgud, Arup ; Gulati, Siddharth ; Howe, James ; Karnati, Nikhita ; Mardis, Aaron ; Ro, Jae ; McGreggor, Keith

The Socratic method of teaching engages learners in extended conversations and encourages learning through answering questions, making arguments, and reflecting on the evolving conversation. This method can be a powerful instrument of learning by reflection, especially in domains in which the right answers to open questions are not known in advance such as entrepreneurship. In this paper, we describe an initial experiment in developing AI technology for simulating the Socratic method of teaching in learning about entrepreneurship. When a would-be entrepreneurs creates a business model on the Business Model Canvas (BMC), the AI agent named Errol uses semantic and lexical analysis of the entries on the BMC to ask questions of the students. By attempting to categorize and correct the errors that novices typically make, Errol seeks to accelerate the process by which a novice can start creating more expert-like business models
Sound-Based Technologies and Strategies Used for Community Mobility by Adults with Vision Disability

(Georgia Institute of Technology, 2019) Bruce, Carrie M. ; Echt, Katherine

This investigation specifically examined adults’ self-reported use and usefulness of technologies (personal and public) and compensatory strategies for community mobility. The first study consisted of interviews with older adults to establish an awareness of reported sound-based technology and strategy practices, and observe mobility behaviors in context. These interviews helped inform a survey that was sent to a broader audience of younger and older adults to get further details about technologies and strategies used, problems experienced during community mobility, and suggestions for technology improvements. Our third study was a set of interviews focused on understanding the concept of confidence as it relates to community mobility and the supporting role that technologies and strategies play.
Developing a Document Trained Automated Advisor

(Georgia Institute of Technology, 2018-08) Gregori, Eric

This paper covers the development of a system to automatically answer questions about the content of a document. For example, a class syllabus or project specification. The system trains on the document’s content to build a model and answer questions using text from the document.
Jill Watson: A Virtual Teaching Assistant for Online Education

(Georgia Institute of Technology, 2016) Goel, Ashok K. ; Polepeddi, Lalith

MOOCs are rapidly proliferating. However, for many MOOCs, the effectiveness of learning is questionable and student retention is low. One recommendation for improving the learning and the retention is to enhance the interaction between the teacher and the students. However, the number of teachers required to provide learning assistance to all students enrolled in all MOOCs is prohibitively high. One strategy for improving interactivity in MOOCs is to use virtual teaching assistants to augment and amplify interaction with human teachers. We describe the use of a virtual teaching assistant called Jill Watson (JW) for the Georgia Tech OMSCS 7637 class on Knowledge-Based Artificial Intelligence. JW has been operating on the online discussion forums of different offerings of the KBAI class since Spring 2016. By now some 750 students have interacted with different versions of JW. In the latest, Spring 2017 offering of the KBAI class, JW autonomously responded to student introductions, posted weekly announcements, and answered routine, frequently asked questions. In this article, we describe the motivations, background, and evolution of the virtual question-answering teaching assistant.
An Experiment in Teaching Cognitive Systems Online

(Georgia Institute of Technology, 2015) Goel, Ashok K. ; Joyner, David A.

In Fall 2014 we offered an online course CS 7637 Knowledge-Based Artificial Intelligence: Cognitive Systems (KBAI) to about 200 students as part of the Georgia Tech Online MS in CS program. We incorporated lessons from learning science into the design of the project-based online KBAI course. We embedded ~150 microexercises and ~100 AI nanotutors into the online videos. As a quasi-experiment, we ran a typical inperson class with 75 students in parallel, with the same course syllabus, structure, assignments, projects and examinations. Based on the feedback of the students in the online KBAI class, and comparison of their performance with the students in the inperson class, the online course appears to have been a success. In this paper, we describe the design, development and delivery of the online KBAI class. We also discuss the evaluation of the course.
Mwangaza Trip Report Spring 2014

(Georgia Institute of Technology, 2014) Bruce, Carrie ; Tomlinson, Brianna J. ; Walker, Bruce N.

This document summarizes the notes from the research trip to Kenya completed in March 2014.
Deliberate Barriers to User Participation on MetaFilter

(Georgia Institute of Technology, 2014) Pileggi, Hannah ; Morrison, Briana ; Bruckman, Amy S.

This descriptive study explores deliberate barriers to user participation on the long-lived discussion site Metafilter.com. Metafilter has been in continuous operation since its founding in 1999, and at the time of this writing has around 12,000 active users. While many newer online sites appear eager to eliminate barriers to participation and recruit as many new members as possible, Metafilter charges a $5 fee to join and has a mandatory one-week waiting period before new users are allowed to post. In this paper, we explore both why these barriers were imposed and why some users choose to surmount the barriers to become members. Our data sources include historical documents posted on the site, interviews with eleven site members, an informal user survey, and an interview with the Matt Haughey, the site’s founder and owner. Implications of these design features are discussed.
EasyZoom: Zoom-in-Context Views for Exploring Large Collections of Images

(Georgia Institute of Technology, 2013) Chen, Jiajian ; Xu, Yan ; Turk, Greg ; Stasko, John T.

Image browsing and searching are some of the most common tasks in daily computer use. Zooming techniques are important for image searching and browsing in a large collection of thumbnail images in a single screen. In this paper we investigate the design and usability of different zoom-in-context views for image browsing and searching. We present two new zoom-in-context views, sliding and expanding views, that can help users explore a large collection of images more efficiently and enjoyably. In the sliding view the zoomed image moves its neighbors away vertically and horizontally. In the expanding view, the nearby images are pushed away in all directions, and this method uses a Voronoi diagram to compute the positions of the neighbors. We also present the results of a user study that compared the usability of the two zoom-in-context views and an overlapping, non-context zoom in the tasks of searching to match an image or a text description, and the task of brochure making. Although the task completion times were not significantly different, users expressed a preference for the zoom-in-context methods over the standard non-context zoom for text-matching image search and for image browsing tasks.
SoD-TEAM: Teleological reasoning in adaptive software design

(Georgia Institute of Technology, 8/31/2012) Goel, Ashok K. ; Rugaber, Spencer
CPATH EAE: Extending contextualized computing in multiple institutions using threads

(Georgia Institute of Technology, 2012-06) Isbell, Charles L. ; Biggers, Maureen S.