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dc.contributor.advisorHarold Abelson.en_US
dc.contributor.authorVan Brummelen, Jessica(Jessica Raquelle)en_US
dc.contributor.otherMassachusetts Institute of Technology. Department of Electrical Engineering and Computer Science.en_US
dc.date.accessioned2019-11-04T19:54:10Z
dc.date.available2019-11-04T19:54:10Z
dc.date.copyright2019en_US
dc.date.issued2019en_US
dc.identifier.urihttps://hdl.handle.net/1721.1/122704
dc.descriptionThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.en_US
dc.descriptionThesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019en_US
dc.descriptionCataloged from student-submitted PDF version of thesis.en_US
dc.descriptionIncludes bibliographical references (pages 189-195).en_US
dc.description.abstractThe world is becoming increasingly saturated with voice-first technology, such as Amazon Alexa and Google Home devices. As this technology becomes more complex, the skill set needed to develop conversational AI applications increases as well. This work bridges the gap, democratizes AI technology, and empowers technology consumers to become technology developers. In this thesis, I develop block-based Alexa Skill programming tools, enabling anyone -- even elementary school students --en_US
dc.description.abstractto create complex conversational AI applications. During high school workshops, students created Alexa Skills to help others remember forgotten words, learn math concepts, ease recycling, and display Alexa's speech on screen for those hard of hearing. Additionally, I developed a conversational AI curriculum and partnered with MIT's High School Studies Program to provide workshops to the Boston community. We taught students about the capabilities, limitations, and implications of conversational AI, and explored research questions, such as "What do students believe, understand, and think about conversational agents?"; "Can students develop their own conversational AI applications?"; and "What do students envision for the future of conversational AI?" The results from a pre-workshop assessment suggested that despite not understanding how conversational agents worked, students could think of ways for conversational agents to solve problems.en_US
dc.description.abstractThe post-workshop assessment suggested that through the workshops, students learned conversational AI and machine learning concepts; could identify capabilities and limitations of conversational agents; felt proud of their project development; were interested in developing their projects further; and were generally hopeful and excited about the future of conversational AI. Through this research, students learned about the power and limitations of AI, were empowered to solve real-world problems using AI, and developed socially useful conversational AI agent applications.en_US
dc.description.statementofresponsibilityby Jessica Van Brummelen.en_US
dc.format.extent195 pagesen_US
dc.language.isoengen_US
dc.publisherMassachusetts Institute of Technologyen_US
dc.rightsMIT theses are protected by copyright. They may be viewed, downloaded, or printed from this source but further reproduction or distribution in any format is prohibited without written permission.en_US
dc.rights.urihttp://dspace.mit.edu/handle/1721.1/7582en_US
dc.subjectElectrical Engineering and Computer Science.en_US
dc.titleTools to create and democratize conversational artificial intelligenceen_US
dc.typeThesisen_US
dc.description.degreeS.M.en_US
dc.contributor.departmentMassachusetts Institute of Technology. Department of Electrical Engineering and Computer Scienceen_US
dc.identifier.oclc1124958284en_US
dc.description.collectionS.M. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Scienceen_US
dspace.imported2019-11-04T19:54:10Zen_US
mit.thesis.degreeMasteren_US
mit.thesis.departmentEECSen_US


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