Dung D. Vu

Francois St-Hilaire, Nathan Burns, Robert Belfer et al.

Personalization and active learning are key aspects to successful learning. These aspects are important to address in intelligent educational applications, as they help systems to adapt and close the gap between students with varying abilities, which becomes increasingly important in the context of online and distance learning. We run a comparative head-to-head study of learning outcomes for two popular online learning platforms: Platform A, which follows a traditional model delivering content over a series of lecture videos and multiple-choice quizzes, and Platform B, which creates a personalized learning environment and provides problem-solving exercises and personalized feedback. We report on the results of our study using pre- and post-assessment quizzes with participants taking courses on an introductory data science topic on two platforms. We observe a statistically significant increase in the learning outcomes on Platform B, highlighting the impact of well-designed and well-engineered technology supporting active learning and problem-based learning in online education. Moreover, the results of the self-assessment questionnaire, where participants reported on perceived learning gains, suggest that participants using Platform B improve their metacognition.

Cong Tran, Dung D. Vu, Won-Yong Shin

It has been insufficiently explored how to perform density-based clustering by exploiting textual attributes on social media. In this paper, we aim at discovering a social point-of-interest (POI) boundary, formed as a convex polygon. More specifically, we present a new approach and algorithm, built upon our earlier work on social POI boundary estimation (SoBEst). This SoBEst approach takes into account both relevant and irrelevant records within a geographic area, where relevant records contain a POI name or its variations in their text field. Our study is motivated by the following empirical observation: a fixed representative coordinate of each POI that SoBEst basically assumes may be far away from the centroid of the estimated social POI boundary for certain POIs. Thus, using SoBEst in such cases may possibly result in unsatisfactory performance on the boundary estimation quality (BEQ), which is expressed as a function of the $F$-measure. To solve this problem, we formulate a joint optimization problem of simultaneously finding the radius of a circle and the POI's representative coordinate $c$ by allowing to update $c$. Subsequently, we design an iterative SoBEst (I-SoBEst) algorithm, which enables us to achieve a higher degree of BEQ for some POIs. The computational complexity of the proposed I-SoBEst algorithm is shown to scale linearly with the number of records. We demonstrate the superiority of our algorithm over competing clustering methods including the original SoBEst.

Iulian Vlad Serban, Varun Gupta, Ekaterina Kochmar et al.

We present Korbit, a large-scale, open-domain, mixed-interface, dialogue-based intelligent tutoring system (ITS). Korbit uses machine learning, natural language processing and reinforcement learning to provide interactive, personalized learning online. Korbit has been designed to easily scale to thousands of subjects, by automating, standardizing and simplifying the content creation process. Unlike other ITS, a teacher can develop new learning modules for Korbit in a matter of hours. To facilitate learning across a widerange of STEM subjects, Korbit uses a mixed-interface, which includes videos, interactive dialogue-based exercises, question-answering, conceptual diagrams, mathematical exercises and gamification elements. Korbit has been built to scale to millions of students, by utilizing a state-of-the-art cloud-based micro-service architecture. Korbit launched its first course in 2019 on machine learning, and since then over 7,000 students have enrolled. Although Korbit was designed to be open-domain and highly scalable, A/B testing experiments with real-world students demonstrate that both student learning outcomes and student motivation are substantially improved compared to typical online courses.