Kun Li

Boyu Qiao, Kun Li, Wei Zhou et al.

In the human-bot symbiotic information ecosystem, social bots play key roles in spreading and correcting disinformation. Understanding their influence is essential for risk control and better governance. However, current studies often rely on simplistic user and network modeling, overlook the dynamic behavior of bots, and lack quantitative evaluation of correction strategies. To fill these gaps, we propose MADD, a Multi Agent based framework for Disinformation Dissemination. MADD constructs a more realistic propagation network by integrating the Barabasi Albert Model for scale free topology and the Stochastic Block Model for community structures, while designing node attributes based on real world user data. Furthermore, MADD incorporates both malicious and legitimate bots, with their controlled dynamic participation allows for quantitative analysis of correction strategies. We evaluate MADD using individual and group level metrics. We experimentally verify the real world consistency of MADD user attributes and network structure, and we simulate the dissemination of six disinformation topics, demonstrating the differential effects of fact based and narrative based correction strategies.

Yaohua Bu, Tianyi Ma, Weijun Li et al.

Second language (L2) English learners often find it difficult to improve their pronunciations due to the lack of expressive and personalized corrective feedback. In this paper, we present Pronunciation Teacher (PTeacher), a Computer-Aided Pronunciation Training (CAPT) system that provides personalized exaggerated audio-visual corrective feedback for mispronunciations. Though the effectiveness of exaggerated feedback has been demonstrated, it is still unclear how to define the appropriate degrees of exaggeration when interacting with individual learners. To fill in this gap, we interview 100 L2 English learners and 22 professional native teachers to understand their needs and experiences. Three critical metrics are proposed for both learners and teachers to identify the best exaggeration levels in both audio and visual modalities. Additionally, we incorporate the personalized dynamic feedback mechanism given the English proficiency of learners. Based on the obtained insights, a comprehensive interactive pronunciation training course is designed to help L2 learners rectify mispronunciations in a more perceptible, understandable, and discriminative manner. Extensive user studies demonstrate that our system significantly promotes the learners' learning efficiency.