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Researcher profile

Ashok Goel

Ashok Goel contributes to research discovery and scholarly infrastructure.

ResearcherAffiliation not importedOpen to collaborate
Artificial IntelligenceHuman-Computer InteractionMachine Learningcs.CYComputer Vision

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Published work

9 published item(s)

preprint2026arXiv

Guidelines for Designing AI Technologies to Support Adult Learning

AI-powered educational technologies have demonstrated measurable benefits for learners, but their design and evaluation have largely centered on K-12 contexts. As a result, many AI-supported learning systems remain poorly aligned with the needs, constraints, and goals of adult learners. To better understand how AI systems function in adult education, this paper examines the deployment of several AI learning technologies developed within a multidisciplinary, national research institute in the United States focused on adult learning and online education. Drawing on longitudinal deployment data, we conducted a reflexive thematic analysis to identify recurring challenges and design considerations across systems. These insights were synthesized into a set of 19 design guidelines intended to inform future AI-supported adult learning technologies. We demonstrate the utility of these guidelines through a heuristic evaluation of the deployed systems. Lastly, we present a guideline exploration tool that aids in the ideation of technologies by connecting the guidelines to stakeholder statements surfaced in the analysis process.

0 citations0 reviewsNo code linkedOpen access
preprint2022arXiv

A Framework for Interactive Knowledge-Aided Machine Teaching

Machine Teaching (MT) is an interactive process where humans train a machine learning model by playing the role of a teacher. The process of designing an MT system involves decisions that can impact both efficiency of human teachers and performance of machine learners. Previous research has proposed and evaluated specific MT systems but there is limited discussion on a general framework for designing them. We propose a framework for designing MT systems and also detail a system for the text classification problem as a specific instance. Our framework focuses on three components i.e. teaching interface, machine learner, and knowledge base; and their relations describe how each component can benefit the others. Our preliminary experiments show how MT systems can reduce both human teaching time and machine learner error rate.

0 citations0 reviewsNo code linkedOpen access
preprint2022arXiv

Agent Smith: Teaching Question Answering to Jill Watson

Building AI agents can be costly. Consider a question answering agent such as Jill Watson that automatically answers students' questions on the discussion forums of online classes based on their syllabi and other course materials. Training a Jill on the syllabus of a new online class can take a hundred hours or more. Machine teaching - interactive teaching of an AI agent using synthetic data sets - can reduce the training time because it combines the advantages of knowledge-based AI, machine learning using large data sets, and interactive human-in-loop training. We describe Agent Smith, an interactive machine teaching agent that reduces the time taken to train a Jill for a new online class by an order of magnitude.

0 citations0 reviewsNo code linkedOpen access
preprint2022arXiv

Explanation as Question Answering based on a Task Model of the Agent's Design

We describe a stance towards the generation of explanations in AI agents that is both human-centered and design-based. We collect questions about the working of an AI agent through participatory design by focus groups. We capture an agent's design through a Task-Method-Knowledge model that explicitly specifies the agent's tasks and goals, as well as the mechanisms, knowledge and vocabulary it uses for accomplishing the tasks. We illustrate our approach through the generation of explanations in Skillsync, an AI agent that links companies and colleges for worker upskilling and reskilling. In particular, we embed a question-answering agent called AskJill in Skillsync, where AskJill contains a TMK model of Skillsync's design. AskJill presently answers human-generated questions about Skillsync's tasks and vocabulary, and thereby helps explain how it produces its recommendations.

0 citations0 reviewsNo code linkedOpen access
preprint2022arXiv

Human-AI Interaction Design in Machine Teaching

Machine Teaching (MT) is an interactive process where a human and a machine interact with the goal of training a machine learning model (ML) for a specified task. The human teacher communicates their task expertise and the machine student gathers the required data and knowledge to produce an ML model. MT systems are developed to jointly minimize the time spent on teaching and the learner's error rate. The design of human-AI interaction in an MT system not only impacts the teaching efficiency, but also indirectly influences the ML performance by affecting the teaching quality. In this paper, we build upon our previous work where we proposed an MT framework with three components, viz., the teaching interface, the machine learner, and the knowledge base, and focus on the human-AI interaction design involved in realizing the teaching interface. We outline design decisions that need to be addressed in developing an MT system beginning from an ML task. The paper follows the Socratic method entailing a dialogue between a curious student and a wise teacher.

0 citations0 reviewsNo code linkedOpen access
preprint2022arXiv

Symmetry as a Representation of Intuitive Geometry?

Recognition of geometrical patterns seems to be an important aspect of human intelligence. Geometric pattern recognition is used in many intelligence tests, including Dehaene's odd-one-out test of Core Geometry (CG)) based on intuitive geometrical concepts (Dehaene et al., 2006). Earlier work has developed a symmetry-based cognitive model of Dehaene's test and demonstrated performance comparable to that of humans. In this work, we further investigate the role of symmetry in geometrical intuition and build a cognitive model for the 2-Alternative Forced Choice (2-AFC) variation of the CG test (Marupudi & Varma 2021). In contrast to Dehaene's test, 2-AFC leaves almost no space for cognitive models based on generalization over multiple examples. Our symmetry-based model achieves an accuracy comparable to the human average on the 2-AFC test and appears to capture an essential part of intuitive geometry.

0 citations0 reviewsNo code linkedOpen access
preprint2022arXiv

Why Are Some Online Educational Programs Successful? Student Cognition and Success

Massive Open Online Courses (MOOCs) once offered the promise of accessibility and affordability. However, MOOCs typically lack expert feedback and social interaction, and have low student engagement and retention. Thus, alternative programs for online education have emerged including an online graduate program in computer science at a major public university in USA. This program is considered a success with over 9000 students now enrolled in the program. We adopt the perspective of cognitive science to answer the question why do only some online educational courses succeed? We measure learner motivation and self-regulation in one course in the program, specifically a course on artificial intelligence (AI). Surveys of students indicate that students self-reported assessments of self-efficacy, cognitive strategy use, and intrinsic value of the course are not only fairly high, but also generally increase over the course of learning. This data suggests that the online AI course might be a success because the students have high self-efficacy and the class fosters self-regulated learning.

0 citations0 reviewsNo code linkedOpen access
preprint2020arXiv

AI-Powered Learning: Making Education Accessible, Affordable, and Achievable

We have developed an AI-powered socio-technical system for making online learning in higher education more accessible, affordable and achievable. In particular, we have developed four novel and intertwined AI technologies: (1) VERA, a virtual experimentation research assistant for supporting inquiry-based learning of scientific knowledge, (2) Jill Watson Q&A, a virtual teaching assistant for answering questions based on educational documents including the VERA user reference guide, (3) Jill Watson SA, a virtual social agent that promotes online interactions, and (4) Agent Smith, that helps generate a Jill Watson Q&A agent for new documents such as class syllabi. The results are positive: (i) VERA enhances ecological knowledge and is freely available online; (ii) Jill Watson Q&A has been used by >4,000 students in >12 online classes and saved teachers >500 hours of work; (iii) Jill Q&A and Jill Watson SA promote learner engagement, interaction, and community; and (iv). Agent Smith helps generate Jill Watson Q&A for a new syllabus within ~25 hours. Put together, these innovative technologies help make online learning simultaneously more accessible (by making materials available online), affordable (by saving teacher time), and achievable (by providing learning assistance and fostering student engagement).

0 citations0 reviewsNo code linkedOpen access
preprint2020arXiv

Symmetry as an Organizing Principle for Geometric Intelligence

The exploration of geometrical patterns stimulates imagination and encourages abstract reasoning which is a distinctive feature of human intelligence. In cognitive science, Gestalt principles such as symmetry have often explained significant aspects of human perception. We present a computational technique for building artificial intelligence (AI) agents that use symmetry as the organizing principle for addressing Dehaene's test of geometric intelligence \cite{dehaene2006core}. The performance of our model is on par with extant AI models of problem solving on the Dehaene's test and seems correlated with some elements of human behavior on the same test.

0 citations0 reviewsNo code linkedOpen access