Personalized education technologies capable of delivering adaptive interventions could play an important role in addressing the needs of diverse young learners at a critical time of school readiness. We present an innovative personalized social robot learning companion system that utilizes children’s verbal and nonverbal affective cues to modulate their engagement and maximize their long-term learning gains. We propose an affective reinforcement learning approach to train a personalized policy for each student during an educational activity where a child and a robot tell stories to each other. Using the personalized policy, the robot selects stories that are optimized for each child’s engagement and linguistic skill progression. We recruited 67 bilingual and English language learners between the ages of 4–6 years old to participate in a between-subjects study to evaluate our system. Over a three-month deployment in schools, a unique storytelling policy was trained to deliver a personalized story curriculum for each child in the Personalized group. We compared their engagement and learning outcomes to a Non-personalized group with a fixed curriculum robot, and a baseline group that had no robot intervention. In the Personalization condition, our results show that the affective policy successfully personalized to each child to boost their engagement and outcomes with respect to learning and retaining more target words as well as using more target syntax structures as compared to children in the other groups.

Chronic and widespread diseases such as obesity, diabetes, and hypercholesterolemia require patients to monitor their food intake, and food journaling is currently the most common method for doing so. However, food journaling is subject to self-bias and recall errors, and is poorly adhered to by patients. In this paper, we propose an alternative by introducing EarBit, a wearable system that detects eating moments. We evaluate the performance of inertial, optical, and acoustic sensing modalities and focus on inertial sensing, by virtue of its recognition and usability performance. Using data collected in a simulated home setting with minimum restrictions on participants’ behavior, we build our models and evaluate them with an unconstrained outside-the-lab study. For both studies, we obtained video footage as ground truth for participants activities. Using leave-one-user-out validation, EarBit recognized all the eating episodes in the semi-controlled lab study, and achieved an accuracy of 90.1% and an F1-score of 90.9% in detecting chewing instances. In the unconstrained, outside-the-lab evaluation, EarBit obtained an accuracy of 93% and an F1-score of 80.1% in detecting chewing instances. It also accurately recognized all but one recorded eating episodes. These episodes ranged from a 2 minute snack to a 30 minute meal.

Intelligent tutoring systems (ITS) provide educational benefits through one-on-one tutoring by assessing children's existing knowledge and providing tailored educational content. In the domain of language acquisition, several studies have shown that children often learn new words by forming semantic relationships with words they already know. In this paper, we present a model that uses word semantics (semantics-based model) to make inferences about a child's vocabulary from partial information about their existing vocabulary knowledge. We show that the proposed semantics-based model outperforms models that do not use word semantics (semantics-free models) on average. A subject-level analysis of results reveals that different models perform well for different children, thus motivating the need to combine predictions. To this end, we use two methods to combine predictions from semantics-based and semantics-free models and show that these methods yield better predictions of a child's vocabulary knowledge. Our results motivate the use of semantics-based models to assess children's vocabulary knowledge and build ITS that maximizes children's semantic understanding of words.

Current HCI research overlooks an opportunity to create human-machine interaction within the unique cognition ongoing during dreams and drowsiness. During sleep onset, a window of opportunity arises in the form of Hypnagogia, a semi-lucid sleep state where we begin dreaming before we fall fully unconscious. To access this state, we developed Dormio, the first interactive interface for sleep, designed for use across levels of consciousness. Here we present evidence for a first use case, directing dream content to augment human creativity. The system enables future HCI research into Hypnagogia, extending interactive technology across levels of consciousness.

Understanding social-emotional behaviors in storytelling interactions plays a critical role in the development of interactive educational technologies for children. A challenge when designing for such interactions using technology like social robots, virtual agents, and tablets is understanding the social-emotional behaviors pertinent to storytelling-especially when emulating a natural peer-to-peer relation between the child and the technology. We present P2PSTORY, a dataset of young children (5-6 years old) engaging in natural peerto-peer storytelling interactions with fellow classmates. The dataset consists of rich social behaviors of children without adult supervision, with each participant demonstrating being a storyteller and a listener. The dataset contains 58 video recorded sessions along with a diverse set of behavioral annotations as well as developmental and demographic profiles of each child participant. We describe the main characteristics of the dataset in addition to findings that reveal perceptual differences between adults and children when evaluating the attentiveness of listeners.

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Recent state-of-the-art approaches in opendomain dialogue include training end-to-end deep-learning models to learn various conversational features like emotional content of response, symbolic transitions of dialogue contexts in a knowledge graph and persona of the agent and the user, among others. While neural models have shown reasonable results, modelling the cognitive processes that humans use when conversing with each other may improve the agent's quality of responses. A key element of natural conversation is to tailor one's response such that it accounts for concepts that the speaker and listener may or may not know and the contextual relevance of all prior concepts used in conversation. We show that a rich representation and explicit modeling of these psychological processes can improve predictions made by existing neural network models. In this work, we propose a novel probabilistic approach using Markov Random Fields (MRF) to augment existing deep-learning methods for improved next utterance prediction. Using human and automatic evaluations, we show that our augmentation approach significantly improves the performance of existing state-ofthe-art retrieval models for open-domain conversational agents.

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