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User Modeling and User-Adapted Interaction (UMUAI) provides an interdisciplinary forum for the dissemination of new research results on interactive computer systems that can be adapted or adapt themselves to their current users, and on the role of user models in the adaptation process.

UMUAI has been published since 1991 by Kluwer Academic Publishers (now merged with Springer Verlag).

UMUAI homepage with description of the scope of the journal and instructions for authors.

Springer UMUAI page with online access to the papers.

Latest Results for User Modeling and User-Adapted Interaction

18 June 2019

The latest content available from Springer
  • Exploring emotional and cognitive dynamics of Knowledge Building in grades 1 and 2

    Abstract

    Emotions have a powerful effect on learning but results regarding the nature of the impact are inconsistent and little is known about effects with young students, as participants are usually university students. This study aims to explore the emotional and cognitive dynamics of young students in both online and offline Knowledge Building. Classroom transcripts and online discourse collected for 45 grade 1 and 2 students over seven to 8 weeks were analyzed. Based on the total number of spoken and written words, the participants were classified into high- and low-participation groups. Multimodal learning analytics including speech emotion analysis, sentiment analysis, and idea improvement analysis were used in a mixed method research design incorporating co-occurrence patterns of emotions and idea improvement of students at different participation levels. High-participation students expressed significantly higher frequencies of emotions recorded as neutrality, joy, curiosity, and confidence compared to low-participation students. High-participation students were more likely to elaborate reasons, describe relationships and mechanisms surrounding ideas they explored, and to introduce new ideas and concepts into community resources. Surprise, challenge, and neutrality can be beneficial since students tended to express these emotions when producing explanation-seeking questions, new ideas, explanations, and regulation. Personalized support to students with different participation levels is proposed, to create a more discursively connected community. Future directions include collecting more diverse data to better understand students’ emotions and to provide teachers and students with real-time data to support Knowledge Building as it proceeds.

  • Conflict resolution in group decision making: insights from a simulation study

    Abstract

    An individual’s conflict resolution styles can have a large impact on the decision making process of a group. This impact is affected by a variety of factors, such as the group size, the similarity of the group members, and the type of support offered by the recommender system, if the group is using one. Measuring the effect of these factors goes beyond the capability of a live user study. In this article we show that simulation-based experiments can be effectively exploited to analyse the effect of the group members’ conflict resolution styles and to help researchers to formulate additional research hypotheses, which could be individually tested in ad hoc user studies. We therefore propose a group discussion procedure that simulates users’ actions while trying to make a group decision. The simulated users adopt alternative conflict resolution styles derived from the Thomas–Kilmann Conflict Model. The simulation procedure is informed by the analysis of real users’ interaction logs with a group discussion support system. Our experiments are conducted on scenarios characterized by four group factors, namely, conflict resolution style, inner-group similarity, interaction length and group size. We demonstrate the effect of these factors on the recommendation quality. This is measured by the loss in the utility obtained by an individual when choosing the recommended group choice rather than his/her individual best choice. We also measure the difference between the highest and lowest utility that the group members obtain, in order to understand the fairness of the group recommendation identified by the system. The experimental results show (among other findings) that if group members have similar tastes then groups composed of users with the competing conflict resolution style obtain the largest utility loss, compared to groups whose members adopt the cooperative styles (accommodating and collaborating), and yet, whatever their conflict resolution styles, there is no distinct difference in their utility for the group choice (they are treated equally). Conversely, when group members have diverse preferences, the average utility loss of competing members is still the largest, but the differences in their utility is the lowest (they all get a similar but lower utility). Some of the findings of our simulation experiments also match observations made in real group discussions and they pave the way for new user studies aimed at further supporting the reported findings.

  • Automated gaze-based mind wandering detection during computerized learning in classrooms

    Abstract

    We investigate the use of commercial off-the-shelf (COTS) eye-trackers to automatically detect mind wandering—a phenomenon involving a shift in attention from task-related to task-unrelated thoughts—during computerized learning. Study 1 (N = 135 high-school students) tested the feasibility of COTS eye tracking while students learn biology with an intelligent tutoring system called GuruTutor in their classroom. We could successfully track eye gaze in 75% (both eyes tracked) and 95% (one eye tracked) of the cases for 85% of the sessions where gaze was successfully recorded. In Study 2, we used this data to build automated student-independent detectors of mind wandering, obtaining accuracies (mind wandering F1 = 0.59) substantially better than chance (F1 = 0.24). Study 3 investigated context-generalizability of mind wandering detectors, finding that models trained on data collected in a controlled laboratory more successfully generalized to the classroom than the reverse. Study 4 investigated gaze- and video- based mind wandering detection, finding that gaze-based detection was superior and multimodal detection yielded an improvement in limited circumstances. We tested live mind wandering detection on a new sample of 39 students in Study 5 and found that detection accuracy (mind wandering F1 = 0.40) was considerably above chance (F1 = 0.24), albeit lower than offline detection accuracy from Study 1 (F1 = 0.59), a finding attributable to handling of missing data. We discuss our next steps towards developing gaze-based attention-aware learning technologies to increase engagement and learning by combating mind wandering in classroom contexts.

  • Effects of recommendations on the playlist creation behavior of users

    Abstract

    The digitization of music, the emergence of online streaming platforms and mobile apps have dramatically changed the ways we consume music. Today, much of the music that we listen to is organized in some form of a playlist, and many users of modern music platforms create playlists for themselves or to share them with others. The manual creation of such playlists can however be demanding, in particular due to the huge amount of possible tracks that are available online. To help users in this task, music platforms like Spotify provide users with interactive tools for playlist creation. These tools usually recommend additional songs to include given a playlist title or some initial tracks. Interestingly, little is known so far about the effects of providing such a recommendation functionality. We therefore conducted a user study involving 270 subjects, where one half of the participants—the treatment group—were provided with automated recommendations when performing a playlist construction task. We then analyzed to what extent such recommendations are adopted by users and how they influence their choices. Our results, among other aspects, show that about two thirds of the treatment group made active use of the recommendations. Further analyses provide additional insights about the underlying reasons why users selected certain recommendations. Finally, our study also reveals that the mere presence of the recommendations impacts the choices of the participants, even in cases when none of the recommendations was actually chosen.

  • Exploring user behavioral data for adaptive cybersecurity

    Abstract

    This paper describes an exploratory investigation into the feasibility of predictive analytics of user behavioral data as a possible aid in developing effective user models for adaptive cybersecurity. Partial least squares structural equation modeling is applied to the domain of cybersecurity by collecting data on users’ attitude towards digital security, and analyzing how that influences their adoption and usage of technological security controls. Bayesian-network modeling is then applied to integrate the behavioral variables with simulated sensory data and/or logs from a web browsing session and other empirical data gathered to support personalized adaptive cybersecurity decision-making. Results from the empirical study show that predictive analytics is feasible in the context of behavioral cybersecurity, and can aid in the generation of useful heuristics for the design and development of adaptive cybersecurity mechanisms. Predictive analytics can also aid in encoding digital security behavioral knowledge that can support the adaptation and/or automation of operations in the domain of cybersecurity. The experimental results demonstrate the effectiveness of the techniques applied to extract input data for the Bayesian-based models for personalized adaptive cybersecurity assistance.