Safety-Aware Human-Lead Vehicle Platooning by Proactively Reacting to Uncertain Human Behaving

Human-Lead Cooperative Adaptive Cruise Control (HL-CACC) is regarded as a promising vehicle platooning technology in real-world implementation. By utilizing a Human-driven Vehicle (HV) as the platoon leader, HL-CACC reduces the cost and enhances the reliability of perception and decision-making. However, state-of-the-art HL-CACC technology still has a great limitation on driving safety for the lack of considering the leading human driver's uncertain behaving. In this study, a HL-CACC controller is designed based on Stochastic Model Predictive Control (SMPC). It is enabled to predict the driving intention of the leading Connected Human-Driven Vehicle (CHV). The proposed controller has the following features: i) enhanced perceived safety in oscillating traffic; ii) guaranteed safety against hard brakes; iii) computational efficient for real-time implementation. The proposed controller is evaluated on a PreScan&Simulink simulation platform. Real vehicle trajectory data is collected for the calibration of simulation. Results reveal that the proposed controller: i) improves perceived safety by 19.17% in oscillating traffic; ii) enhances actual safety by 7.76% against hard brake; iii) is confirmed with string stability. The computation time is approximately 3 milliseconds when running on a laptop equipped with an Intel i5-13500H CPU. This indicates the proposed controller is ready for real-time implementation.

Adaptive Learning Material Recommendation in Online Language Education

Recommending personalized learning materials for online language learning is challenging because we typically lack data about the student's ability and the relative difficulty of learning materials. This makes it hard to recommend appropriate content that matches the student's prior knowledge. In this paper, we propose a refined hierarchical knowledge structure to model vocabulary knowledge, which enables us to automatically organize the authentic and up-to-date learning materials collected from the internet. Based on this knowledge structure, we then introduce a hybrid approach to recommend learning materials that adapts to a student's language level. We evaluate our work with an online Japanese learning tool and the results suggest adding adaptivity into material recommendation significantly increases student engagement.

Grammatical Templates: Improving Text Difficulty Evaluation for Language Learners

Language students are most engaged while reading texts at an appropriate difficulty level. However, existing methods of evaluating text difficulty focus mainly on vocabulary and do not prioritize grammatical features, hence they do not work well for language learners with limited knowledge of grammar. In this paper, we introduce grammatical templates, the expert-identified units of grammar that students learn from class, as an important feature of text difficulty evaluation. Experimental classification results show that grammatical template features significantly improve text difficulty prediction accuracy over baseline readability features by 7.4%. Moreover, we build a simple and human-understandable text difficulty evaluation approach with 87.7% accuracy, using only 5 grammatical template features.