We present a computational framework for automatically quantifying verbal and nonverbal behaviors in the context of job interviews. The proposed framework is trained by analyzing the videos of 138 interview sessions with 69 internship-seeking undergraduates at the Massachusetts Institute of Technology (MIT). Our automated analysis includes facial expressions (e.g., smiles, head gestures, facial tracking points), language (e.g., word counts, topic modeling), and prosodic information (e.g., pitch, intonation, and pauses) of the interviewees. The ground truth labels are derived by taking a weighted average over the ratings of 9 independent judges. Our framework can automatically predict the ratings for interview traits such as excitement, friendliness, and engagement with correlation coefficients of 0.75 or higher, and can quantify the relative importance of prosody, language, and facial expressions. By analyzing the relative feature weights learned by the regression models, our framework recommends to speak more fluently, use less filler words, speak as "we" (vs. "I"), use more unique words, and smile more. We also find that the students who were rated highly while answering the first interview question were also rated highly overall (i.e., first impression matters). Finally, our MIT Interview dataset will be made available to other researchers to further validate and expand our findings.
Co-adapted learning involves complex, dynamically unfolding interactions between human and artificial pedagogical agents (PAs) during learning with intelligent systems. In general, these interactions lead to effective learning when (1) learners correctly monitor and regulate their cognitive and metacognitive processes in response to internal (e.g., accurate metacognitive judgments followed by the selection of effective learning strategies) and external (e.g., response to agents' prompting and feedback) conditions, and (2) pedagogical agents can adequately and correctly detect, track, model, and foster learners' self-regulatory processes. In this study, we tested the effectiveness of PAs' prompting and feedback on learners' self-regulated learning about the human circulatory system with MetaTutor, an adaptive, multi-agent learning environment. Sixty-nine (N=69) undergraduates learned about the topic with MetaTutor, during a 2-hour session under one of three conditions: prompt and feedback (PF), prompt-only (PO), and no prompt (NP) condition. The PF condition received timely prompts from several pedagogical agents to deploy various SRL processes and received immediate directive feedback concerning the deployment of the processes. The PO condition received the same timely prompts, without feedback. Finally, the NP condition learned without assistance from the agents. Results indicate that those in the PF condition had significantly higher learning efficiency scores than those in both the PO and control conditions. In addition, log-file data provided evidence of the effectiveness of the PA's timely scaffolding and feedback in facilitating learners' (in the PF condition) metacognitive monitoring and regulation during learning.
A large number of people rate public speaking as their top fear. What if these individuals were given an intelligent interface that provides live feedback on their speaking skills? In this paper, we present Rhema, an intelligent user interface for Google Glass to help people with public speaking. The interface automatically detects the speaker's volume and speaking rate in real time and provides feedback during the actual delivery of speech. While designing the interface, we experimented with two different strategies of information delivery: 1) Continuous streams of information, and 2) Sparse delivery of recommendation. We evaluated our interface with 30 native English speakers. Each participant presented three speeches (avg. duration 3 minutes) with 2 different feedback strategies (continuous, sparse) and a baseline (no feeback) in a random order. The participants were significantly more pleased (p < 0.05) with their speech while using the sparse feedback strategy over the continuous one and no feedback.
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