Jennifer Jacobs

Xiang 'Anthony' Chen, Jeff Burke, Ruofei Du et al. · microsoft-research, salesforce

Through iterative, cross-disciplinary discussions, we define and propose next-steps for Human-centered Generative AI (HGAI). We contribute a comprehensive research agenda that lays out future directions of Generative AI spanning three levels: aligning with human values; assimilating human intents; and augmenting human abilities. By identifying these next-steps, we intend to draw interdisciplinary research teams to pursue a coherent set of emergent ideas in HGAI, focusing on their interested topics while maintaining a coherent big picture of the future work landscape.

Jie Cao, Abhijit Suresh, Jennifer Jacobs et al.

Human tutoring interventions play a crucial role in supporting student learning, improving academic performance, and promoting personal growth. This paper focuses on analyzing mathematics tutoring discourse using talk moves - a framework of dialogue acts grounded in Accountable Talk theory. However, scaling the collection, annotation, and analysis of extensive tutoring dialogues to develop machine learning models is a challenging and resource-intensive task. To address this, we present SAGA22, a compact dataset, and explore various modeling strategies, including dialogue context, speaker information, pretraining datasets, and further fine-tuning. By leveraging existing datasets and models designed for classroom teaching, our results demonstrate that supplementary pretraining on classroom data enhances model performance in tutoring settings, particularly when incorporating longer context and speaker information. Additionally, we conduct extensive ablation studies to underscore the challenges in talk move modeling.

Jannatun Naim, Jie Cao, Fareen Tasneem et al.

Effective feedback is essential for refining instructional practices in mathematics education, and researchers often turn to advanced natural language processing (NLP) models to analyze classroom dialogues from multiple perspectives. However, utterance-level discourse analysis encounters two primary challenges: (1) multifunctionality, where a single utterance may serve multiple purposes that a single tag cannot capture, and (2) the exclusion of many utterances from domain-specific discourse move classifications, leading to their omission in feedback. To address these challenges, we proposed a multi-perspective discourse analysis that integrates domain-specific talk moves with dialogue act (using the flattened multi-functional SWBD-MASL schema with 43 tags) and discourse relation (applying Segmented Discourse Representation Theory with 16 relations). Our top-down analysis framework enables a comprehensive understanding of utterances that contain talk moves, as well as utterances that do not contain talk moves. This is applied to two mathematics education datasets: TalkMoves (teaching) and SAGA22 (tutoring). Through distributional unigram analysis, sequential talk move analysis, and multi-view deep dive, we discovered meaningful discourse patterns, and revealed the vital role of utterances without talk moves, demonstrating that these utterances, far from being mere fillers, serve crucial functions in guiding, acknowledging, and structuring classroom discourse. These insights underscore the importance of incorporating discourse relations and dialogue acts into AI-assisted education systems to enhance feedback and create more responsive learning environments. Our framework may prove helpful for providing human educator feedback, but also aiding in the development of AI agents that can effectively emulate the roles of both educators and students.

Jingyi Li, Sonia Hashim, Jennifer Jacobs

This paper explores software's role in visual art production by examining how artists use and develop software. We conducted interviews with professional artists who were collaborating with software developers, learning software development, and building and maintaining software. We found artists were motivated to learn software development for intellectual growth and access to technical communities. Artists valued efficient workflows through skilled manual execution and personal software development, but avoided high-level forms of software automation. Artists identified conflicts between their priorities and those of professional developers and computational art communities, which influenced how they used computational aesthetics in their work. These findings contribute to efforts in systems engineering research to integrate end-user programming and creativity support across software and physical media, suggesting opportunities for artists as collaborators. Artists' experiences writing software can guide technical implementations of domain-specific representations, and their experiences in interdisciplinary production can aid inclusive community building around computational tools.