ISCA Archive IberSPEECH 2022
ISCA Archive IberSPEECH 2022

Active Learning Improves the Teacher’s Experience: A Case Study in a Language Grounding Scenario

Filipe Reynaud, Eugénio Ribeiro, David Martins de Matos

Active Learning, that is, assigning the responsibility of learning to the students, is an important tool in education as it makes the students become engaged in and think about the things they do. A similar concept was adopted in the context of Machine Learning as a means to reduce the annotation effort by selecting the examples that are most relevant or provide more information at a given time. Most studies on this subject focus on the learner’s performance. However, in interactive scenarios, the teacher’s experience is also a relevant aspect, as it affects their willingness to interact with artificial learners. In this paper, we address that aspect by performing a case study in a language grounding scenario, in which humans have to engage in dialog with a learning agent and teach it how to recognize observations of certain objects. Overall, the results of our experiments show that humans prefer to interact with an active learner, as it seems more intelligent, gives them a better perception of its knowledge, and makes the dialog more natural and enjoyable.


doi: 10.21437/IberSPEECH.2022-29

Cite as: Reynaud, F., Ribeiro, E., Matos, D.M.d. (2022) Active Learning Improves the Teacher’s Experience: A Case Study in a Language Grounding Scenario . Proc. IberSPEECH 2022, 141-145, doi: 10.21437/IberSPEECH.2022-29

@inproceedings{reynaud22_iberspeech,
  author={Filipe Reynaud and Eugénio Ribeiro and David Martins de Matos},
  title={{Active Learning Improves the Teacher’s Experience: A Case Study in a Language Grounding Scenario }},
  year=2022,
  booktitle={Proc. IberSPEECH 2022},
  pages={141--145},
  doi={10.21437/IberSPEECH.2022-29}
}