Adapting Chatterbots’ Interaction for Use in Children’s Education

Adapting Chatterbots’ Interaction for Use in Children’s Education

Antonio F. L. Jacob, Eulália C. da Mata, Ádamo L. Santana, Carlos R. L. Francês, João C. W. A. Costa, Flávia de A. Barros
Copyright: © 2014 |Pages: 16
DOI: 10.4018/978-1-4666-4623-0.ch021
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Abstract

The Web is providing greater freedom for users to create and obtain information in a more dynamic and appropriate way. One means of obtaining information on this platform, which complements or replaces other forms, is the use of conversation robots or Chatterbots. Several factors must be taken into account for the effective use of this technology; the first of which is the need to employ a team of professionals from various fields to build the knowledge base of the system and be provided with a wide range of responses, i.e. interactions. It is a multidisciplinary task to ensure that the use of this system can be targeted to children. In this context, this chapter carries out a study of the technology of Chatterbots and shows some of the changes that have been implemented for the effective use of this technology for children. It also highlights the need for a shift away from traditional methods of interaction so that an affective computing model can be implemented.
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Background

In an article “Computing Machinery and Intelligence”, Alan Turing (1950) discusses the possibility of devising a thinking machine. He put forward a simple test to evaluate the “intelligence” of the machine, if a human interviewer cannot tell whether he is talking to a person or a machine, and they are indistinguishable, the machine should be considered to be intelligent. This form of assessment is called the “Turing Test” (or “Imitation Game”). In this section, we will outline the technology that has emerged from the “Imitation Game”, the techniques used in developing this type of system, and also how the user-system interaction operates.

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