United States

This PhD project leverages advancements in multimodal large language models to build an inclusive collaboration feedback loop, in order to facilitate the automated detection, modeling, and feedback for participants developing general collaboration skills. We also collect a small evaluation dataset for inclusive collaboration. This topic is important given the role of collaboration as an essential 21st century skill, the potential to ground large language models within learning theory and real-world practice, and the expressive potential of transformer models to support inclusion.

NAACL 2022

Multimodal large language models for inclusive collaboration learning tasks

## Welcome to NAACL 2022!
The Annual Meeting of the North American Chapter of the Association for Computational Linguistics (NAACL) is taking place July 10-15, 2022 as a hybrid event, in Seattle, WA and online. We are happy to welcome all of you to conference! 
 
The main conference program features oral presentations, in-person and virtual posters and demo sessions, a plenary session for our best paper presentations and awards, keynote presentations, a plenary panel on the place of linguistics and symbolic structures in NLP, and an Industrial Track panel on Careers in NLP.
 
Posters (including Findings of NAACL 2022) and demos are grouped by areas for both the in-person and the virtual sessions. For the virtual component, the talks will be on Zoom and the posters and the demos will be in GatherTown. The Student Research Workshop and will have an oral session and a poster session.
 
The program also features 6 Tutorials and 26 Workshops.
 
 We wish you a wonderful conference!
 
[The NAACL 2022 Organizing Committee](https://2022.naacl.org/committees/organization/)

2022 Annual Conference of the North American Chapter of the Association for Computational Linguistics

technical paper

Discovering latent topics from text corpora has been studied for decades. Many existing topic models adopt a fully unsupervised setting, and their discovered topics may not cater to users' particular interests due to their inability of leveraging user guidance. Although there exist seed-guided topic discovery approaches that leverage user-provided seeds to discover topic-representative terms, they are less concerned with two factors: (1) the existence of out-of-vocabulary seeds and (2) the power of pre-trained language models (PLMs). In this paper, we generalize the task of seed-guided topic discovery to allow out-of-vocabulary seeds. We propose a novel framework, named SeeTopic, wherein the general knowledge of PLMs and the local semantics learned from the input corpus can mutually benefit each other. Experiments on three real datasets from different domains demonstrate the effectiveness of SeeTopic in terms of topic coherence, accuracy, and diversity.

Seed-Guided Topic Discovery with Out-of-Vocabulary Seeds

NLP-powered automatic question generation (QG) techniques carry great pedagogical potential of saving educators' time and benefiting student learning. Yet, QG systems have not been widely adopted in classrooms to date. In this work, we aim to pinpoint key impediments and investigate how to improve the usability of automatic QG techniques for educational purposes by understanding how instructors construct questions and identifying touch points to enhance the underlying NLP models. We perform an in-depth need finding study with 11 instructors across 7 different universities, and summarize their thought processes and needs when creating questions. While instructors show great interests in using NLP systems to support question design, none of them has used such tools in practice. They resort to multiple sources of information, ranging from domain knowledge to students' misconceptions, all of which missing from today's QG systems. We argue that building effective human-NLP collaborative QG systems that emphasize instructor control and explainability is imperative for real-world adoption. We call for QG systems to provide process-oriented support, use modular design, and handle diverse sources of input.

Towards Process-Oriented, Modular, and Versatile Question Generation that Meets Educational Needs

Deep Learning (DL) techniques have been increasingly adopted for Automatic Text Scoring in education. However, these techniques often suffer from their inabilities to explain and justify how a prediction is made, which, unavoidably, decreases their trustworthiness and hinders educators from embracing them in practice. This study aimed to investigate whether (and to what extent) DL-based graders align with human graders regarding the important words they identify when marking short answer questions. To this end, we first conducted a user study to ask human graders to manually annotate important words in assessing answer quality and then measured the overlap between these human-annotated words and those identified by DL-based graders (i.e., those receiving large attention weights). Furthermore, we ran a randomized controlled experiment to explore the impact of highlighting important words detected by DL-based graders on human grading. The results showed that: (i) DL-based graders, to a certain degree, displayed alignment with human graders no matter whether DL-based graders and human graders agreed on the quality of an answer; and (ii) it is possible to facilitate human grading by highlighting those DL-detected important words, though further investigations are necessary to understand how human graders exploit such highlighted words.

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Seed-Guided Topic Discovery with Out-of-Vocabulary Seeds

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