Dialogue Technology Research Articles

ORGANIZATION-PEDAGPGICAL CONDITIONS OF PEDAGOGICAL UNIVERSITY STUDENTS’ ABILITY FOR INTERACTIVE DISTANCE EDUCATIONAL COOPERATION

The article justifies the topicality of future teachers’ preparation for work in blended learning conditions, including for organization of interactive distance educational cooperation. Such terms as interactivity and interactive education proposed by domestic researchers are analyzed. The classification of interactive activity forms is proposed.Organization-pedagogical conditions of the development of future teachers’ ability for interactive distance education cooperation are described: the implementation of models of interactive distance cooperation into educational process of a pedagogical university; the combination of various forms of interactive distance education cooperation; the use of active and interactive methods of education; the creation of open dynamic information-educational environment on the basis of equality and equivalence of objects of education, their cooperation and inter education; the use of modern dialogue technologies, modification of traditional forms of pedagogical interaction. The models of interactive distance interaction are characterized: informational, intentional, interactive, and inclusive. Much attention is drawn to the need for combination of different forms of interactive distance educational cooperation: the means of acting and dramatizing; role games; discussions, debates; press-conferences; “Brainstorming”, “Solution Tree”, method “Know / want find out / have found out”; method “Uncompleted Sentences”, “Press”, “Microphone”, sync wine. The peculiarities of active and interactive methods according to the requirements of modern educational process are highlighted. The ways of the creation of open dynamic informational-educational environment on the basis of equality, equivalence of objects of education, their cooperation and inter education are characterized. The examples of using of modern dialogue technologies, the modification of traditional forms of pedagogical interaction in future music teachers’ preparation are given.

Pedagogical sentiment analysis based on the BERT-CNN-BiGRU-attention model in the context of intercultural communication barriers.

Amid the wave of globalization, the phenomenon of cultural amalgamation has surged in frequency, bringing to the fore the heightened prominence of challenges inherent in cross-cultural communication. To address these challenges, contemporary research has shifted its focus to human-computer dialogue. Especially in the educational paradigm of human-computer dialogue, analysing emotion recognition in user dialogues is particularly important. Accurately identify and understand users' emotional tendencies and the efficiency and experience of human-computer interaction and play. This study aims to improve the capability of language emotion recognition in human-computer dialogue. It proposes a hybrid model (BCBA) based on bidirectional encoder representations from transformers (BERT), convolutional neural networks (CNN), bidirectional gated recurrent units (BiGRU), and the attention mechanism. This model leverages the BERT model to extract semantic and syntactic features from the text. Simultaneously, it integrates CNN and BiGRU networks to delve deeper into textual features, enhancing the model's proficiency in nuanced sentiment recognition. Furthermore, by introducing the attention mechanism, the model can assign different weights to words based on their emotional tendencies. This enables it to prioritize words with discernible emotional inclinations for more precise sentiment analysis. The BCBA model has achieved remarkable results in emotion recognition and classification tasks through experimental validation on two datasets. The model has significantly improved both accuracy and F1 scores, with an average accuracy of 0.84 and an average F1 score of 0.8. The confusion matrix analysis reveals a minimal classification error rate for this model. Additionally, as the number of iterations increases, the model's recall rate stabilizes at approximately 0.7. This accomplishment demonstrates the model's robust capabilities in semantic understanding and sentiment analysis and showcases its advantages in handling emotional characteristics in language expressions within a cross-cultural context. The BCBA model proposed in this study provides effective technical support for emotion recognition in human-computer dialogue, which is of great significance for building more intelligent and user-friendly human-computer interaction systems. In the future, we will continue to optimize the model's structure, improve its capability in handling complex emotions and cross-lingual emotion recognition, and explore applying the model to more practical scenarios to further promote the development and application of human-computer dialogue technology.

Education of environmental responsibility of students based on integral-dialogue technology

The article represents the authors’ approach to the formation of environmental responsibility of students based on integral dialogue technology meeting the general trend to humanization of educational process and the raising importance of environmental awareness. The article reveals the integral potential of cultural heritage, materializing the ideas of cocreation between man and nature, and national values and traditions of the peoples of the country. The authors define the theoretical and methodological basis for the development of an integraldialogue technology for educating environmental responsibility, and reveal the substantive aspect of technology that is associated with the use of historical and cultural heritage. The essence and procedural features of integral-dialogue technology, which provides for the consistent implementation of cultural-ecological situations-immersions in the historical and cultural heritage, are considered. The sequence of such situations is built taking into account the stages of formation of environmental responsibility and includes three stages: (1) focusing on the whole: meeting; (2) focusing on the part: dialogue; (3) focusing on the whole: acting responsibly1. These stages provide a systematic consideration of the historical and cultural heritage through the categorical matrix of the whole and the part, as well as a holistic impact on all spheres of the individual’s consciousness in the process of educating environmental responsibility.

INTERDISCIPLINARY ANALYSIS OF THE AGE CHARACTERISTICS OF TEENAGERS IN THE CONTEXT OF INTERCULTURAL COMMUNICATION

The article substantiates the relevance of the problem of forming teenagers' readiness for intercultural communication in the age context from the point of view of interdisciplinary analysis. The reasons for the relevance of studying such issues are indicated: communication with representatives of other cultures, implementation of academic, professional or personal mobility. The purpose of the presented research is to do the interdisciplinary analysis of the age characteristics of teenagers` in the context of intercultural communication from pedagogical, social, psychological, physiological and axiological aspects. Analysis and systematization of scientific literature, classification, generalization were chosen as the leading methods. Positions are presented that are fundamental in the context of the research problem, namely: 1) the process of their socialization has a strong influence on teenagers, primarily in their own environment; 2) a person's life motivation begins to form at the teenager`s age; 3) taking into account the capabilities of the teenager`s body and giving feasible tasks. It was found that in order to engage all students at the lesson, it is desirable to use interactive collective learning methods that allow the teacher to establish emotional and intellectual relationships with teenagers aimed at achieving joint success. The variability of modern methods and technologies, which involve the use of technological, software and technical means, is revealed, namely: training methods, interactive collective learning methods, web quests, project methods, role-playing games, dialogue technologies, simulation and interactive modeling methods. It is noted that the indicated methods and technologies of forming teenagers' readiness for intercultural communication ensure awareness of their own cultural identity, interest and respect for universal and national cultural values.

The Technology of Development of Communicative Culture of Elementary School Teachers

The deepening and complication of connections in today’s globalized world have led to an increased interest among scientists in the problem of formation of communicative culture of future professionals in all industries. Many scientific works of both Ukrainian and foreign scientists are devoted to the problem of formation of communicative culture of future teachers. However, scientists mainly consider the problem of formation of communicative culture of future professionals separately from other types of culture. As a result, the scientific achievements of scientists may not be fully implemented in practice. This leads to a lot of gaps in the training of future teachers. The insufficient level of communicative culture of teachers creates a barrier for the spiritual, psychophysiological and social development of children. The purpose of this article is to determine the effectiveness of cultural dialogue technology techniques in the formation of communicative culture of future teachers in primary school. To achieve this goal, the following research methods have been used: analysis of the development of communicative culture of elementary school teacher, more specifically students at Vasyl Stefanyk Precarpathian National University (Ivano-Frankivsk, Ukraine), participants questionnaires, various diagnostic methods, pedagogical experiment, as well as statistical methods. 92 students of the pedagogical faculty of Vasyl Stefanyk Precarpathian University participated in the experimental work. The results of the experimental work confirmed the effectiveness of the technology of culture dialogue in the formation of communicative culture of prospective primary school teachers.

Socio-cultural development of students in the context of dialogue technology

In this research, it was aimed and designed to develop the socio-cultural development of students in the context of dialogue technology. Quantitative research method was used in the research, the research was carried out in the spring term of 2021-2022. Volunteer 288 students who continue their education at schools participated in the research. In the research, 5 weeks of online training was given to the students. In the research, the "technology and socio-cultural" measurement tool developed by the researchers and compiled by experts in the field was used. The measurement tool was delivered to the students by online method and collected. The analysis of the data was made by using the SPSS program, frequency analysis and t-test, and the results were added to the research in the presence of tables. According to the results obtained from the research, it was concluded that the socio-cultural development of the students in the context of dialogue technology was high. While this situation was determined as good for education, it was concluded that it was used by reflecting the distance education systems in the course.

Dialogic technologies as a component of future teachers’ practice-oriented training

The article analyzes the peculiarities of the use of dialogue technologies in the educational process of higher education as an integral part of personal and professional development of future teachers. Types of dialogue technologies are considered, the interrelation of such types of dialogue as dialogue of subjects and dialogue of spheres of professional activity in the context of teacher training is substantiated. The following stages of development of dialogical interaction in work with future educators of preschool institutions and primary school teachers are distinguished, as: motivational, emotional-value, cognitive-gnostic, activity. Today, dialogic interaction is considered as one of the main components of all personality-oriented learning models, which involves not only taking into account his life experience, learning opportunities, professional needs, but also their inclusion in the educational process, development not only professional skills and competencies, but also emotional and personal attitude to the world around him, himself and his activities. Interactive technologies, along with information and communication technologies, are able to prepare a person for the realities of modern society, which is dynamically developing, improving and characterized by information saturation. Currently, teacher training requires universal tools for the implementation of both personal and professional development of students. It should be noted that in this context the disciplines of pedagogical and pedagogical cycles have great potential, because their specificity is determined by a special content orientation and value orientations in particular: human orientation as its main goal and value, knowledge of human nature and learning ways to interact with it. , formation of students’ systematic approach to the study of socio-pedagogical phenomena, mastering modern forms and methods of organizing educational and cognitive activities of pupils and students, mastering the technology of effective pedagogical interaction with various actors in the educational process, which determines on this basis the formation of personal activities professional neoplasm’s of the future teachers.

ФОРМУВАННЯ ЦІННІСНИХ ОРІЄНТАЦІЙ ЯК СКЛАДНИКА ОСОБИСТОСТІ МАЙБУТНЬОГО ПЕДАГОГА

The article reveals aspects of the formation of professional value orientations of future teachers; value orientations of the teacher as a system of personally realized humanistic values, which serve as guidelines for his social and professional activity, determining his life position; the problem of forming sustainable professional orientations in the process of professional training of future teachers is outlined; the concept of "professional and value orientations". Theoretical approaches (axiological, personal-activity and reflexive) solving the problem of formation of professional and value orientations of future teachers in the process of their professional training in a higher education institution are considered; and the mechanisms of formation of professional value orientations through the implementation of three interrelated stages: 1) informing ↔ search → evaluation; 2) dynamism → choice → assignment; 3) design → projection. The teacher's professional and value orientations are outlined as the most important elements of successful professional activity: they stimulate professional and personal development, activating the internal mechanisms of the individual (needs, interests, motives, attitudes, attitudes); play a strategic role in behavior and activity, determine directions of professional activity; adjust the student's activity with the help of assessments, orientations and attitudes, ensuring the relationship of personal and subject aspects of activity based on personal orientation. The content of the teacher's professional value orientations is characterized: values-goals (goals of professional activity: mastering the profession of a teacher, forming the image of "I" as a teacher, "I" as a professional); values-knowledge (orientation on the assimilation of professional and pedagogical knowledge: general, special, pedagogical, methodical); values-skills (focus on mastering prognostic, analytical, communicative and organizational skills); values-qualities (orientation on the development of personal (characteristic) and professional and pedagogical qualities). Pedagogical conditions, formation of value orientations by future teachers are singled out: 1) organization and stimulation of reflexive activity of students to focus on professional values; 2) development and implementation in the process of teaching social and humanitarian disciplines of a special course of knowledge that informs about professional values and is based on the basic concepts of pedagogical science; 3) use of dialogue technologies during the formation of value orientations.

Survey on dialogue systems including slavic languages

Slavic languages pose a challenge to the researchers in the domain of dialogue technology. A relatively free word order with a large degree of inflection, such as conjugation of verbs, and declension of adjectives, pronouns, and nouns are exhibited by the Slavic languages, which has a significant impact on the size of lexical inventories that significantly complicate the design of dialogue systems. This article conducts an empirical study on the state-of-the-art dialogue systems within Slavic languages. Moreover, we review the existing models in recent dialogue systems, pinpoint the current main challenges and identify potential research directions of practical and intelligent systems within low-resourced languages.

PRINCIPLES OF APPROACH TO DETERMINATION OF TECHNOLOGICAL ELEMENT BASE FOR AUTOMATION OF MACHINING PRODUCTION PREPARATION THROUGHOUT CYCLE. Continuation

The use in the practice of design works of technological preparation of production (CCI) of parameters of design quality of the main elements of integration of the design (checkpoint) element base prevents transition of CCI to information technology of automation of a certain level of solution of problems of practice throughout its cycle. This is manifested, in particular, in the fact that during the change of technological operations of transformation along their route, as well as between the stages of CCI and checkpoint, information and logical links of knowledge are objectively interrupted. When determining a continuous, flexible algorithm in the technology of automation of solving problems of CCI practice, significant difficulties arise. Concepts of existing knowledge were often not up-to-date, which hampered automation – a fast communication system was needed. The primary basis of automation is the formalization of knowledge. Insufficient formalization of knowledge (the content is descriptive) leads to the use of inefficient dialogue technologies, the work of which is organized with reference information in the electronic form of its display. To overcome these difficulties, the structure of the CCI knowledge base in its hierarchy is proposed for seven levels of basic objects of various types, it is based on formalized approaches. Knowledge objects are focused on the consistent and continuous solution of CCI practice throughout its cycle. The structure of all knowledge objects is based on its own technological element base, which is organic for CCI. Only on such an elementary basis can the main target functions of CCI be realistically achieved in solving the problems of its practice on their possible set.

PRINCIPLES OF APPROACH TO DETERMINATION OF TECHNOLOGICAL ELEMENT BASE FOR AUTOMATION OF MACHINING PRODUCTION PREPARATION THROUGHOUT CYCLE

The use in the practice of design works of technological preparation of production (CCI) of parameters of design quality of the main elements of integration of the design (checkpoint) element base prevents transition of CCI to information technology of automation of a certain level of solution of problems of practice throughout its cycle. This is manifested, in particular, in the fact that during the change of technological operations of transformation along their route, as well as between the stages of CCI and checkpoint, information and logical links of knowledge are objectively interrupted. When determining a continuous, flexible algorithm in the technology of automation of solving problems of CCI practice, significant difficulties arise. Concepts of existing knowledge were often not up-to-date, which hampered automation – a fast communication system was needed. The primary basis of automation is the formalization of knowledge. Insufficient formalization of knowledge (the content is descriptive) leads to the use of inefficient dialogue technologies, the work of which is organized with reference information in the electronic form of its display. To overcome these difficulties, the structure of the CCI knowledge base in its hierarchy is proposed for seven levels of basic objects of various types, it is based on formalized approaches. Knowledge objects are focused on the consistent and continuous solution of CCI practice throughout its cycle. The structure of all knowledge objects is based on its own technological element base, which is organic for CCI. Only on such an elementary basis can the main target functions of CCI be realistically achieved in solving the problems of its practice on their possible set.

An Evaluation of Chinese Human-Computer Dialogue Technology

Abstract There is a growing interest in developing human-computer dialogue systems which is an important branch in the field of artificial intelligence (AI). However, the evaluation of large-scale Chinese human-computer dialogues is still a challenging task. To attract more attention to dialogue evaluation work, we held the fourth Evaluation of Chinese Human-Computer Dialogue Technology (ECDT). It consists of few-shot learning in spoken language understanding (SLU) (Task 1) and knowledge-driven multi-turn dialogue competition (Task 2), the data sets of which are provided by Harbin Institute of Technology and Tsinghua University. In this paper, we will introduce the evaluation tasks and data sets in detail. Meanwhile, we will also analyze the evaluation results and the existing problems in the evaluation.

TEACHING TECHNOLOGIES IN FOREIGN LANGUAGE TEACHING

The article identifies the main learning technologies used to teach students in higher medical education. Learning technologies have been found to help improve the learning process and improve learning outcomes. The main learning technologies used in working with students of higher medical educational institutions are analyzed. It is investigated that learning technologies influence the teaching of foreign languages. It was found that the use of research, simulation, information, problem-based learning and heuristic are common and used in foreign language teaching.
 It is concluded that for the effective use of technology it is important to pay attention to what technology may be suitable for each individual student group. The use of modern teaching aids is part of information and communication technology. It is this technology that reveals the full range of ICT applications. Search technologies allow to actively involve students in research activities due to motivation to learn a foreign language and search for new resources and sources of information. Heuristic technology is one of the most used today, it allows to involve all students in active interaction in the classroom, to make associations between clinical disciplines and English and to be as ready as possible for interactive tasks. Simulation and dialogue technologies give students the opportunity to feel like real doctors, gain experience in communication in different situations and develop their communication skills. In the future, we plan to explore learning strategies that should be used in foreign language classes.

Overview of the Eighth Dialog System Technology Challenge: DSTC8

This paper introduces the Eighth Dialog System Technology Challenge. In line with recent challenges, the eighth edition focuses on applying end-to-end dialog technologies in a pragmatic way for multi-domain task-completion, noetic response selection, audio visual scene-aware dialog, and schema-guided dialog state tracking tasks. This paper describes the task definition, provided datasets, baselines and evaluation set-up for each track. We also summarize the results of the submitted systems to highlight the overall trends of the state-of-the-art technologies for the tasks.

Conversational AI: Dialogue Systems, Conversational Agents, and Chatbots

This book provides a comprehensive introduction to Conversational AI. While the idea of interacting with a computer using voice or text goes back a long way, it is only in recent years that this idea has become a reality with the emergence of digital personal assistants, smart speakers, and chatbots. Advances in AI, particularly in deep learning, along with the availability of massive computing power and vast amounts of data, have led to a new generation of dialogue systems and conversational interfaces. Current research in Conversational AI focuses mainly on the application of machine learning and statistical data-driven approaches to the development of dialogue systems. However, it is important to be aware of previous achievements in dialogue technology and to consider to what extent they might be relevant to current research and development. Three main approaches to the development of dialogue systems are reviewed: rule-based systems that are handcrafted using best practice guidelines; statistical data-driven systems based on machine learning; and neural dialogue systems based on end-to-end learning. Evaluating the performance and usability of dialogue systems has become an important topic in its own right, and a variety of evaluation metrics and frameworks are described. Finally, a number of challenges for future research are considered, including: multimodality in dialogue systems, visual dialogue; data efficient dialogue model learning; using knowledge graphs; discourse and dialogue phenomena; hybrid approaches to dialogue systems development; dialogue with social robots and in the Internet of Things; and social and ethical issues.

Применение гуманитарных образовательных технологий в подготовке военных специалистов

The paper dwells upon the study of the possibilities of applying humanitarian educational technologies in the process of military specialists training. The author notes that in the context of the humanization of vocational education, the role of humanitarian educational technologies as an important tool for creating conditions conducive to students gaining a subjective position, the ability to independently set meaningful goals, build self-education situations, seek and produce means and ways to solve problems is growing. The work examines the examples of the implementation of technologies for the development of critical thinking, case technology and dialogue technology in military personnel training. The author’s position is that the methodological military teachers training for the use of humanitarian technologies in the military educational process acts as a necessary condition for the humanization of the military educational process and the achievement of high educational results in the training of future officers.

Using spoken dialogue technology for L2 speaking practice: what do teachers think?

Often, second/foreign (L2) language learners receive little opportunity to interact orally in the target language. Interactive, conversation-based spoken dialog systems (SDSs) that use automated speech recognition and natural language processing have the potential to address this need by engaging learners in meaningful, goal-oriented speaking practice. However, these technology-based learning tools are often developed without input from teaching professionals. As part of a larger development effort, this study examined English as a second language (ESL) teachers’ perceptions regarding SDS-based speaking tasks, addressing the following research questions: (a) What do teachers think about the SDS-based tasks? (b) How would they use them in the context of their English instruction? Overall, 16 ESL instructors in an intensive English program in the United States were asked to interact with four SDS-based speaking tasks designed to elicit specific linguistic phenomena (e.g. making requests; wh-questions). The teachers completed a survey after each task to gauge their user experience, level of engagement, and perceptions of the usefulness of the tasks for their teaching contexts. A subgroup of instructors (n = 7) also participated in audio-recorded focus group meetings. Descriptive statistics were calculated for each survey item and the open-ended responses from the surveys and focus groups were analyzed qualitatively for major themes. The findings show that teachers had positive views of the SDS tasks’ potential for speaking practice and diagnostic purposes, primarily in a flipped classroom model. Their perceptions seemed to be related to their own user experience and, in particular, to the perceived authenticity of a given task.

Overview of the seventh Dialog System Technology Challenge: DSTC7

This paper provides detailed information about the seventh Dialog System Technology Challenge (DSTC7) and its three tracks aimed to explore the problem of building robust and accurate end-to-end dialog systems. In more detail, DSTC7 focuses on developing and exploring end-to-end technologies for the following three pragmatic challenges: (1) sentence selection for multiple domains, (2) generation of informational responses grounded in external knowledge, and (3) audio visual scene-aware dialog to allow conversations with users about objects and events around them.This paper summarizes the overall setup and results of DSTC7, including detailed descriptions of the different tracks, provided datasets and annotations, overview of the submitted systems and their final results. For Track 1, LSTM-based models performed best across both datasets, allowing teams to effectively handle task variants where no correct answer was present or when multiple paraphrases were included. For Track 2, RNN-based architectures augmented to incorporate facts by using two types of encoders: a dialog encoder and a fact encoder plus using attention mechanisms and a pointer-generator approach provided the best results. Finally, for Track 3, the best model used Hierarchical Attention mechanisms to combine the text and vision information obtaining a 22% better result than the baseline LSTM system for the human rating score.More than 220 participants were registered and about 40 teams participated in the final challenge. 32 scientific papers reporting the systems submitted to DSTC7, and 3 general technical papers for dialog technologies, were presented during the one-day wrap-up workshop at AAAI-19. During the workshop, we reviewed the state-of-the-art systems, shared novel approaches to the DSTC7 tasks, and discussed the future directions for the challenge (DSTC8).

Methods for improving the system of assessing pupils' knowledge based on the qualitological approach

The article is devoted to the problem of qualitological education of the future teacher. It shows the special importance of this type of vocational education in the modern sociocultural situation. The structure and content of the teacher's qualitological competence are considered, a strategy for its formation in the conditions of qualitological education is proposed. The effectiveness of the implementation of the program is ensured by the use of competence-oriented technologies, such as: case technology, dialogue technologies, portfolio technology, rating technology and others.

A Case of Psychological Crisis Intervention for Students with Bipolar Disorder —Treatment with Image Dialogue Technology

A Case of Psychological Crisis Intervention for Students with Bipolar Disorder —Treatment with Image Dialogue Technology