建立AI代理商可能是昂贵的。考虑一个问题应答代理，如Jill Watson，它根据他们的教学大纲和其他课程材料在线课程讨论论坛上自动回答学生的问题。在新的网上课程的教学大纲上训练吉尔可能需要一百小时或更长时间。机器教学 - 使用合成数据集的AI代理的交互式教学 - 可以减少培训时间，因为它结合了基于知识的AI，机器学习的优势，使用大型数据集，以及交互式人循环训练。我们描述了一个互动式机器教学代理的代理史密斯，这减少了按数量级训练新的网上课程训练吉尔的时间。

我们描述了对AI代理中既以人为本又基于设计的解释产生的立场。我们通过焦点小组的参与设计收集有关AI代理商的工作问题。我们通过任务方法知识模型捕获代理的设计，该模型明确指定了代理的任务和目标，以及它用于完成任务的机制，知识和词汇。我们通过在Skillsync中产生的解释来说明我们的方法，Skillsync是AI代理，该代理将公司和学院连接起来，以使工人提高和重新锻炼。特别是，我们在Skillsync中嵌入了一个名为AskJill的提问代理，AskJill在其中包含Skillsync设计的TMK模型。AskJill目前回答有关Skillsync任务和词汇的人类生成的问题，从而有助于解释其如何产生建议。

As artificial intelligence (AI) becomes a prominent part of modern life, AI literacy is becoming important for all citizens, not just those in technology careers. Previous research in AI education materials has largely focused on the introduction of terminology as well as AI use cases and ethics, but few allow students to learn by creating their own machine learning models. Therefore, there is a need for enriching AI educational tools with more adaptable and flexible platforms for interested educators with any level of technical experience to utilize within their teaching material. As such, we propose the development of an open-source tool (Build-a-Bot) for students and teachers to not only create their own transformer-based chatbots based on their own course material, but also learn the fundamentals of AI through the model creation process. The primary concern of this paper is the creation of an interface for students to learn the principles of artificial intelligence by using a natural language pipeline to train a customized model to answer questions based on their own school curriculums. The model uses contexts given by their instructor, such as chapters of a textbook, to answer questions and is deployed on an interactive chatbot/voice agent. The pipeline teaches students data collection, data augmentation, intent recognition, and question answering by having them work through each of these processes while creating their AI agent, diverging from previous chatbot work where students and teachers use the bots as black-boxes with no abilities for customization or the bots lack AI capabilities, with the majority of dialogue scripts being rule-based. In addition, our tool is designed to make each step of this pipeline intuitive for students at a middle-school level. Further work primarily lies in providing our tool to schools and seeking student and teacher evaluations.

事实证明，在学习环境中，社会智能代理（SIA）的部署在不同的应用领域具有多个优势。社会代理创作工具使场景设计师能够创造出对SIAS行为的高度控制的量身定制体验，但是，另一方面，这是有代价的，因为该方案及其创作的复杂性可能变得霸道。在本文中，我们介绍了可解释的社会代理创作工具的概念，目的是分析社会代理的创作工具是否可以理解和解释。为此，我们检查了创作工具Fatima-Toolkit是否可以理解，并且从作者的角度来看，其创作步骤可以解释。我们进行了两项用户研究，以定量评估Fatima-Toolkit的解释性，可理解性和透明度，从场景设计师的角度来看。关键发现之一是，法蒂玛 - 库尔基特（Fatima-Toolkit）的概念模型通常是可以理解的，但是基于情感的概念并不那么容易理解和使用。尽管关于Fatima-Toolkit的解释性有一些积极的方面，但仍需要取得进展，以实现完全可以解释的社会代理商创作工具。我们提供一组关键概念和可能的解决方案，可以指导开发人员构建此类工具。

Any organization needs to improve their products, services, and processes. In this context, engaging with customers and understanding their journey is essential. Organizations have leveraged various techniques and technologies to support customer engagement, from call centres to chatbots and virtual agents. Recently, these systems have used Machine Learning (ML) and Natural Language Processing (NLP) to analyze large volumes of customer feedback and engagement data. The goal is to understand customers in context and provide meaningful answers across various channels. Despite multiple advances in Conversational Artificial Intelligence (AI) and Recommender Systems (RS), it is still challenging to understand the intent behind customer questions during the customer journey. To address this challenge, in this paper, we study and analyze the recent work in Conversational Recommender Systems (CRS) in general and, more specifically, in chatbot-based CRS. We introduce a pipeline to contextualize the input utterances in conversations. We then take the next step towards leveraging reverse feature engineering to link the contextualized input and learning model to support intent recognition. Since performance evaluation is achieved based on different ML models, we use transformer base models to evaluate the proposed approach using a labelled dialogue dataset (MSDialogue) of question-answering interactions between information seekers and answer providers.

近期和快速转变为大流行迅速的数字学习，也受到数字工具和平台无处不在的可用性的影响，使数字学习更加接近。扩展数字学习和教学中最困难的部分中的一个积分和一个是能够评估学习者的知识和能力。教育者可以录制讲座或创造数字内容，可以传递到数千名学习者，但评估学习者是非常耗时的。在本文中，我们提出了基于人工智能（AI）的解决方案，即VidVersityQG，用于自动从预先记录的视频讲座产生问题。基于从视频推断的上下文和语义信息，该解决方案可以自动生成不同类型的评估问题（包括短答案，多项选择，真/假并填写空白问题）。所提出的解决方案采用以人为本的方法，其中教师提供了修改/编辑任何AI生成的问题的能力。这种方法鼓励教师参与教育的使用和实施教育。评估了基于AI的解决方案，以便通过我们的行业合作伙伴Vidversity提供给我们的多个域名的经验丰富的教学专业人员和117名教育视频的准确性。 VidVersityQG解决方案显示有希望自动从视频产生高质量问题，从而大大减少了在手动问题中为教育工作者的时间和精力。

问答系统被认为是流行且经常有效的信息在网络上寻求信息的手段。在这样的系统中，寻求信息者可以通过自然语言提出问题来获得对他们的查询的简短回应。交互式问题回答是一种最近提出且日益流行的解决方案，它位于问答和对话系统的交集。一方面，用户可以以普通语言提出问题，并找到对她的询问的实际回答；另一方面，如果在初始请求中有多个可能的答复，很少或歧义，则系统可以将问题交通会话延长到对话中。通过允许用户提出更多问题，交互式问题回答使用户能够与系统动态互动并获得更精确的结果。这项调查提供了有关当前文献中普遍存在的交互式提问方法的详细概述。它首先要解释提问系统的基本原理，从而定义新的符号和分类法，以将所有已确定的作品结合在统一框架内。然后，根据提出的方法，评估方法和数据集/应用程序域来介绍和检查有关交互式问题解答系统的审查已发表的工作。我们还描述了围绕社区提出的特定任务和问题的趋势，从而阐明了学者的未来利益。 GitHub页面的综合综合了本文献研究中涵盖的所有主要主题，我们的工作得到了进一步的支持。 https://sisinflab.github.io/interactive-question-answering-systems-survey/

This study evaluated the ability of ChatGPT, a recently developed artificial intelligence (AI) agent, to perform high-level cognitive tasks and produce text that is indistinguishable from human-generated text. This capacity raises concerns about the potential use of ChatGPT as a tool for academic misconduct in online exams. The study found that ChatGPT is capable of exhibiting critical thinking skills and generating highly realistic text with minimal input, making it a potential threat to the integrity of online exams, particularly in tertiary education settings where such exams are becoming more prevalent. Returning to invigilated and oral exams could form part of the solution, while using advanced proctoring techniques and AI-text output detectors may be effective in addressing this issue, they are not likely to be foolproof solutions. Further research is needed to fully understand the implications of large language models like ChatGPT and to devise strategies for combating the risk of cheating using these tools. It is crucial for educators and institutions to be aware of the possibility of ChatGPT being used for cheating and to investigate measures to address it in order to maintain the fairness and validity of online exams for all students.

In this chapter, we review and discuss the transformation of AI technology in HCI/UX work and assess how AI technology will change how we do the work. We first discuss how AI can be used to enhance the result of user research and design evaluation. We then discuss how AI technology can be used to enhance HCI/UX design. Finally, we discuss how AI-enabled capabilities can improve UX when users interact with computing systems, applications, and services.

机器教学（MT）是一个互动过程，其中人和机器与训练机器学习模型（ML）的目标相互作用。人类老师交流了他们的任务专业知识，机器学生收集了所需的数据和知识以产生ML模型。 MT系统的开发是共同最大程度地减少教学和学习者错误率的时间。 MT系统中人类互动的设计不仅会影响教学效率，而且通过影响教学质量来间接影响ML的性能。在本文中，我们以先前的工作为基础，在该工作中，我们提出了一个MT框架，其中包括三个组成部分，即教学界面，机器学习者和知识基础，并专注于实现教学涉及的人类互动设计界面。我们概述了从ML任务开始开发MT系统时需要解决的设计决策。该论文遵循苏格拉底式方法，需要在一个好奇的学生和智者老师之间进行对话。

We are currently unable to specify human goals and societal values in a way that reliably directs AI behavior. Law-making and legal interpretation form a computational engine that converts opaque human values into legible directives. "Law Informs Code" is the research agenda capturing complex computational legal processes, and embedding them in AI. Similar to how parties to a legal contract cannot foresee every potential contingency of their future relationship, and legislators cannot predict all the circumstances under which their proposed bills will be applied, we cannot ex ante specify rules that provably direct good AI behavior. Legal theory and practice have developed arrays of tools to address these specification problems. For instance, legal standards allow humans to develop shared understandings and adapt them to novel situations. In contrast to more prosaic uses of the law (e.g., as a deterrent of bad behavior through the threat of sanction), leveraged as an expression of how humans communicate their goals, and what society values, Law Informs Code. We describe how data generated by legal processes (methods of law-making, statutory interpretation, contract drafting, applications of legal standards, legal reasoning, etc.) can facilitate the robust specification of inherently vague human goals. This increases human-AI alignment and the local usefulness of AI. Toward society-AI alignment, we present a framework for understanding law as the applied philosophy of multi-agent alignment. Although law is partly a reflection of historically contingent political power - and thus not a perfect aggregation of citizen preferences - if properly parsed, its distillation offers the most legitimate computational comprehension of societal values available. If law eventually informs powerful AI, engaging in the deliberative political process to improve law takes on even more meaning.

鉴于HEP研究的核心，数据科学（DS）和机器学习（ML）在高能量物理学（HEP）中的作用增长良好和相关。此外，利用物理数据固有的对称性激发了物理信息的ML作为计算机科学研究的充满活力的子场。 HEP研究人员从广泛使用的材料中受益匪浅，可用于教育，培训和劳动力开发。他们还为这些材料做出了贡献，并为DS/ML相关的字段提供软件。物理部门越来越多地在DS，ML和物理学的交集上提供课程，通常使用HEP研究人员开发的课程，并涉及HEP中使用的开放软件和数据。在这份白皮书中，我们探讨了HEP研究与DS/ML教育之间的协同作用，讨论了此交叉路口的机会和挑战，并提出了将是互惠互利的社区活动。

本文探讨了大语言模型的自然语言生成能力，并应用于编程课程中常见的两种学习资源类型。使用OpenAI Codex作为大语言模型，我们创建编程练习（包括示例解决方案和测试用例）和代码说明，从定性和定量上评估这些练习。我们的结果表明，大多数自动生成的内容既新颖又明智，在某些情况下可以按原样使用。在创建练习时，我们发现仅通过提供关键字作为模型输入来影响编程概念和它们所包含的上下文主题非常容易。我们的分析表明，大规模生成机器学习模型是指导者的工具，尽管仍然需要进行一些监督以确保生成的内容的质量在传递给学生之前。我们进一步讨论了OpenAI Codex和类似工具对入门编程教育的含义，并强调了未来的研究流，这些研究流有可能提高教师和学生的教育体验质量。

会话人工智能（Convai）系统最近吸引了许多学术和商业关注，在两端都取得了重大进展。但是，现有的工作讨论了如何在现实世界应用中开发和部署这些系统的社会益处，具有全面的案例研究和利弊分析。在本文中，我们简要介绍了社区对更好的康沃系统的进展，并反思现有技术如何帮助推进来自各种角度的社会良好举措，这些角度是社区中的共同知识。我们进一步讨论了Convai System以更好地帮助我们实现这些目标的挑战，并突出了其在现实世界中开发和部署所涉及的风险。

语言教学的挑战之一是如何以有意义的方式组织有关语言语法的规则。这不仅需要教学技能，而且还需要对该语言有深刻的了解。虽然开发此类课程的综合材料以英语和一些广泛的语言提供，但对于许多其他语言，教师需要手动创建它们来满足学生的需求。这个过程具有挑战性，因为i）要求这样的专家可以访问并拥有必要的资源，ii）即使有这样的专家，描述了一种语言的所有复杂性，这是耗时的，容易出现遗漏。在本文中，我们提出了一个自动框架，旨在通过自动发现和可视化语法各个方面的描述来促进这一过程。具体而言，我们从自然文本语料库中提取描述，该语料库回答有关形态句法（学习单词顺序，协议，案例标记或单词形成）和语义（学习词汇的学习）的问题，并显示了说明性示例。我们将这种方法用于教授印度语言，卡纳达语和马拉地语，这些方法与英语不同，它们没有发达的教学资源，因此很可能会从这项练习中受益。为了评估提取材料的感知效用，我们获得了北美学校的语言教育者的帮助，这些教育者教这些语言进行手动评估。总体而言，教师认为这些材料是他们自己的课程准备甚至学习者评估的参考材料有趣的。

Explainable AI (XAI) is widely viewed as a sine qua non for ever-expanding AI research. A better understanding of the needs of XAI users, as well as human-centered evaluations of explainable models are both a necessity and a challenge. In this paper, we explore how HCI and AI researchers conduct user studies in XAI applications based on a systematic literature review. After identifying and thoroughly analyzing 85 core papers with human-based XAI evaluations over the past five years, we categorize them along the measured characteristics of explanatory methods, namely trust, understanding, fairness, usability, and human-AI team performance. Our research shows that XAI is spreading more rapidly in certain application domains, such as recommender systems than in others, but that user evaluations are still rather sparse and incorporate hardly any insights from cognitive or social sciences. Based on a comprehensive discussion of best practices, i.e., common models, design choices, and measures in user studies, we propose practical guidelines on designing and conducting user studies for XAI researchers and practitioners. Lastly, this survey also highlights several open research directions, particularly linking psychological science and human-centered XAI.

自动问题应答（QA）系统的目的是以时间有效的方式向用户查询提供答案。通常在数据库（或知识库）或通常被称为语料库的文件集合中找到答案。在过去的几十年里，收购知识的扩散，因此生物医学领域的新科学文章一直是指数增长。因此，即使对于领域专家，也难以跟踪域中的所有信息。随着商业搜索引擎的改进，用户可以在某些情况下键入其查询并获得最相关的一小组文档，以及在某些情况下从文档中的相关片段。但是，手动查找所需信息或答案可能仍然令人疑惑和耗时。这需要开发高效的QA系统，该系统旨在为用户提供精确和精确的答案提供了生物医学领域的自然语言问题。在本文中，我们介绍了用于开发普通域QA系统的基本方法，然后彻底调查生物医学QA系统的不同方面，包括使用结构化数据库和文本集合的基准数据集和几种提出的方​​法。我们还探讨了当前系统的局限性，并探索潜在的途径以获得进一步的进步。

创新是尝试新解决方案的关键组成部分，以使学生有效地学习，并以与自己的经验相对应的方式来学习聊天机器人是这些新解决方案之一。聊天机器人今天面临的主要问题之一是模仿人类的语言，他们试图找到对意见的最佳答案，这不是人类对话通常的运作方式，而是考虑到以前的消息并在其上构建。选择了极端的编程方法来使用Chatterbot，Pyside2，Web刮擦和TampermonKey作为测试用例。机器人发生的问题发生了，该机器人需要进行更多的培训才能完美工作，但是集成和网络刮擦有效，使我们可以与聊天机器人进行交谈。我们展示了将AI机器人集成到教育环境中的合理性。

Recent progress in artificial intelligence (AI) has renewed interest in building systems that learn and think like people. Many advances have come from using deep neural networks trained end-to-end in tasks such as object recognition, video games, and board games, achieving performance that equals or even beats humans in some respects. Despite their biological inspiration and performance achievements, these systems differ from human intelligence in crucial ways. We review progress in cognitive science suggesting that truly human-like learning and thinking machines will have to reach beyond current engineering trends in both what they learn, and how they learn it. Specifically, we argue that these machines should (a) build causal models of the world that support explanation and understanding, rather than merely solving pattern recognition problems; (b) ground learning in intuitive theories of physics and psychology, to support and enrich the knowledge that is learned; and (c) harness compositionality and learning-to-learn to rapidly acquire and generalize knowledge to new tasks and situations. We suggest concrete challenges and promising routes towards these goals that can combine the strengths of recent neural network advances with more structured cognitive models.

虽然AI有利于人类，但如果没有适当发展，它也可能会损害人类。 HCI工作的重点是从与非AI计算系统的传统人类交互转换，以与AI系统交互。我们在HCI视角下开展了高级文献综述，对当前工作的整体分析。我们的审核和分析突出了AI技术引入的新变更以及HCI专业人员在AI系统开发中应用人以人为本的AI（HCAI）方法时，新挑战的新挑战。我们还确定了与AI系统人类互动的七个主要问题，其中HCI专业人员在开发非AI计算系统时没有遇到。为了进一步实现HCAI方法的实施，我们确定了与特定的HCAI驱动的设计目标相关的新的HCI机会，以指导HCI专业人员解决这些新问题。最后，我们对当前HCI方法的评估显示了这些方法支持开发AI系统的局限性。我们提出了可以帮助克服这些局限性的替代方法，并有效帮助HCI专业人员将HCAI方法应用于AI系统的发展。我们还为HCI专业人员提供战略建议，以有效影响利用HCAI方法的AI系统的发展，最终发展HCAI系统。