arXiv subjects

Ashok K. Goel

Publications and source records attributed to Ashok K. Goel.

23 records · Page 2Linked to original sources

arXiv2024

Jill Watson: A Virtual Teaching Assistant powered by ChatGPT

Conversational AI agents often require extensive datasets for training that are not publicly released, are limited to social chit-chat or handling a specific domain, and may not be easily extended to accommodate the latest advances in AI technologies. This paper introduces Jill Watson, a conversational Virtual Teaching Assistant (VTA) leveraging the capabilities of ChatGPT. Jill Watson based on ChatGPT requires no prior training and uses a modular design to allow the integration of new APIs using a skill-based architecture inspired by XiaoIce. Jill Watson is also well-suited for intelligent textbooks as it can process and converse using multiple large documents. We exclusively utilize publicly available resources for reproducibility and extensibility. Comparative analysis shows that our system outperforms the legacy knowledge-based Jill Watson as well as the OpenAI Assistants service. We employ many safety measures that reduce instances of hallucinations and toxicity. The paper also includes real-world examples from a classroom setting that demonstrate different features of Jill Watson and its effectiveness.

cs.AI↗

arXiv2022

Understanding Self-Directed Learning in an Online Laboratory

We described a study on the use of an online laboratory for self-directed learning by constructing and simulating conceptual models of ecological systems. In this study, we could observe only the modeling behaviors and outcomes; the learning goals and outcomes were unknown. We used machine learning techniques to analyze the modeling behaviors of 315 learners and 822 conceptual models they generated. We derive three main conclusions from the results. First, learners manifest three types of modeling behaviors: observation (simulation focused), construction (construction focused), and full exploration (model construction, evaluation and revision). Second, while observation was the most common behavior among all learners, construction without evaluation was more common for less engaged learners and full exploration occurred mostly for more engaged learners. Third, learners who explored the full cycle of model construction, evaluation and revision generated models of higher quality. These modeling behaviors provide insights into self-directed learning at large.

cs.HC↗

arXiv2022

Cognitive Assistance for Inquiry-Based Modeling

Inquiry-based modeling is essential to scientific practice. However, modeling is difficult for novice scientists in part due to limited domain-specific knowledge and quantitative skills. VERA is an interactive tool that helps users construct conceptual models of ecological phenomena, run them as simulations, and examine their predictions. VERA provides cognitive scaffolding for modeling by supplying access to large-scale domain knowledge. The VERA system was tested by college-level students in two different settings: a general ecology lecture course (N=91) at a large southeastern R1 university and a controlled experiment in a research laboratory (N=15). Both studies indicated that engaging students in ecological modeling through VERA helped them better understand basic biological concepts. The latter study additionally revealed that providing access to domain knowledge helped students build more complex models.

cs.HC↗

arXiv2022

Contextualizing Large-Scale Domain Knowledge for Conceptual Modeling and Simulation

We present an interactive modeling tool, VERA, that scaffolds the acquisition of domain knowledge involved in conceptual modeling and agent-based simulations. We describe the knowledge engineering process of contextualizing large-scale domain knowledge. Specifically, we use the ontology of biotic interactions in Global Biotic Interactions, and the trait data of species in Encyclopedia of Life to facilitate the model construction. Learners can use VERA to construct qualitative conceptual models of ecological phenomena, run them as quantitative simulations, and review their predictions.

cs.HC↗

arXiv2020

Using VERA to explain the impact of social distancing on the spread of COVID-19

COVID-19 continues to spread across the country and around the world. Current strategies for managing the spread of COVID-19 include social distancing. We present VERA, an interactive AI tool, that first enables users to specify conceptual models of the impact of social distancing on the spread of COVID-19. Then, VERA automatically spawns agent-based simulations from the conceptual models, and, given a data set, automatically fills in the values of the simulation parameters from the data. Next, the user can view the simulation results, and, if needed, revise the simulation parameters and run another experimental trial, or build an alternative conceptual model. We describe the use VERA to develop a SIR model for the spread of COVID-19 and its relationship with healthcare capacity.

cs.CY↗