Βακαλοπούλου Άννα

Vacalopoulou, Anna

Digging for -ings: A Survey of Selected (Pseudo)-Anglicisms in Dictionaries of Modern Greek Journal Article

In: Lexikos, vol. 35, iss. 1, pp. 385-398, 2025, ISSN: 2224-0039.

Vacalopoulou, Anna; Gardelli, Viktor; Karafyllidis, Theodoros; Liwicki, Foteini; Mokayed, Hamam; Papaevripidou, Marios; Paraskevopoulos, Georgios; Stamouli, Spyridoula; Katsamanis, Athanasios; Katsouros, Vassilis

AI4EDU: An innovative conversational AI assistant for teaching and learning Proceedings Article

In: INTED2024 Proceedings, pp. 7119-7127, IATED, 2024, ISBN: 978-84-09-59215-9.

Abstract | Links | BibTeX

@inproceedings{nokey,

title = {AI4EDU: An innovative conversational AI assistant for teaching and learning},

author = {Anna Vacalopoulou and Viktor Gardelli and Theodoros Karafyllidis and Foteini Liwicki and Hamam Mokayed and Marios Papaevripidou and Georgios Paraskevopoulos and Spyridoula Stamouli and Athanasios Katsamanis and Vassilis Katsouros},

url = {https://library.iated.org/view/VACALOPOULOU2024AI4},

doi = {10.21125/inted.2024.1877},

isbn = {978-84-09-59215-9},

year  = {2024},

date = {2024-03-12},

urldate = {2024-03-12},

booktitle = {INTED2024 Proceedings},

pages = {7119-7127},

publisher = {IATED},

abstract = {Artificial intelligence (AI) is transforming education by introducing innovative tools and approaches to enhance teaching and learning. Chatbots like Dawebot and TA-bot serve as intelligent student assistants, providing interactive quizzes, immediate feedback, and personalized support. AI-based systems like Rexy and Kwame offer personalized learning experiences, adapting to individual student needs and enhancing self-regulated learning. Chatbots and AI-based systems can address educational challenges in resource-constrained settings, providing scalable and cost-effective learning solutions. More specifically, Generative AI technologies, like the Large Language Model-based ChatGPT, with their advanced language capabilities, promise enriched and interactive real-time learning through natural conversation. These advancements demonstrate the potential of AI to revolutionize education, making it more personalized, accessible, and effective for all learners. Some typical ways in which this potential is demonstrated is the ability to quickly answer questions, provide explanations according to preset criteria, and suggest additional teaching and learning resources.

The Conversational AI assistant for teaching and learning (AI4EDU) project aims to improve school education by exploring and implementing new approaches, technologies, and applications of AI in Education. It seeks to create new, innovative, adaptable, personalized, engaging, and effective ways of teaching and learning, in view of the growing challenges brought on by the digital transformation of education. This paper describes the design and development of a student-facing AI platform to enhance, personalize, and facilitate learning, empower teachers, and support teaching and assessment objectives, increase knowledge and understanding of AI among students and teachers to understand how AI applications work, their potential, and their limitations. A key feature of this endeavor is the incorporation of Large Language Models (LLMs) like ChatGPT. Incorporating LLMs into educational environments poses challenges like restricted personalization, the risk of misinformation, and excessive dependence on technology. In order to combine LLMs with textbooks and other educational resources currently used in schools, AI4EDU tackles these issues by employing Retrieval Augmented Generation (RAG) and a conversational AI model for interacting with students and teachers through natural language understanding. Key aspects include ethical considerations, content reliability, and a balance between AI assistance and human interaction. The project seeks to transform education by delivering personalized, adaptive, and captivating learning experiences for both students and teachers.

To combine all these into a flexible, personalized, engaging, and effective educational platform, AI4EDU develops two different tools that accommodate the needs of both students and teachers. These tools are Study Buddy, a conversational AI assistant to help students with a wide range of learning activities, and Teacher Mate, a dashboard and chatbot that also incorporates AI-powered technologies and assists teachers in organizing the teaching process, preparing materials and tests, evaluating students, tracking their progress, and more. Both tools incorporate educational resources from four EU countries (Cyprus, Greece, Ireland, Sweden) and are offered in three European languages (Greek, Irish, Swedish).},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

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Artificial intelligence (AI) is transforming education by introducing innovative tools and approaches to enhance teaching and learning. Chatbots like Dawebot and TA-bot serve as intelligent student assistants, providing interactive quizzes, immediate feedback, and personalized support. AI-based systems like Rexy and Kwame offer personalized learning experiences, adapting to individual student needs and enhancing self-regulated learning. Chatbots and AI-based systems can address educational challenges in resource-constrained settings, providing scalable and cost-effective learning solutions. More specifically, Generative AI technologies, like the Large Language Model-based ChatGPT, with their advanced language capabilities, promise enriched and interactive real-time learning through natural conversation. These advancements demonstrate the potential of AI to revolutionize education, making it more personalized, accessible, and effective for all learners. Some typical ways in which this potential is demonstrated is the ability to quickly answer questions, provide explanations according to preset criteria, and suggest additional teaching and learning resources.
The Conversational AI assistant for teaching and learning (AI4EDU) project aims to improve school education by exploring and implementing new approaches, technologies, and applications of AI in Education. It seeks to create new, innovative, adaptable, personalized, engaging, and effective ways of teaching and learning, in view of the growing challenges brought on by the digital transformation of education. This paper describes the design and development of a student-facing AI platform to enhance, personalize, and facilitate learning, empower teachers, and support teaching and assessment objectives, increase knowledge and understanding of AI among students and teachers to understand how AI applications work, their potential, and their limitations. A key feature of this endeavor is the incorporation of Large Language Models (LLMs) like ChatGPT. Incorporating LLMs into educational environments poses challenges like restricted personalization, the risk of misinformation, and excessive dependence on technology. In order to combine LLMs with textbooks and other educational resources currently used in schools, AI4EDU tackles these issues by employing Retrieval Augmented Generation (RAG) and a conversational AI model for interacting with students and teachers through natural language understanding. Key aspects include ethical considerations, content reliability, and a balance between AI assistance and human interaction. The project seeks to transform education by delivering personalized, adaptive, and captivating learning experiences for both students and teachers.
To combine all these into a flexible, personalized, engaging, and effective educational platform, AI4EDU develops two different tools that accommodate the needs of both students and teachers. These tools are Study Buddy, a conversational AI assistant to help students with a wide range of learning activities, and Teacher Mate, a dashboard and chatbot that also incorporates AI-powered technologies and assists teachers in organizing the teaching process, preparing materials and tests, evaluating students, tracking their progress, and more. Both tools incorporate educational resources from four EU countries (Cyprus, Greece, Ireland, Sweden) and are offered in three European languages (Greek, Irish, Swedish).

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Vacalopoulou, Anna

Digging for -ings: a survey of selected (pseudo)anglicisms in dictionaries of modern Greek Proceedings Article

In: Abstract Booklet, pp. 73-74, AFRILEX, African Association for Lexicography, 2024, ISBN: 978-0-7961-8474-0.

Abstract | Links | BibTeX

@inproceedings{Vacalopoulou2024,

title = {Digging for -ings: a survey of selected (pseudo)anglicisms in dictionaries of modern Greek},

author = {Anna Vacalopoulou},

url = {https://www.afrilex.co.za/conferences},

isbn = { 978-0-7961-8474-0},

year  = {2024},

date = {2024-07-04},

booktitle = {Abstract Booklet},

pages = {73-74},

publisher = {AFRILEX, African Association for Lexicography},

abstract = {One of the many ways for a language’s vocabulary to extend through neology is through lexical borrowing. A very specific type of this phenomenon is the anglicism, which is created when a language borrows a word or phrase from the English language and incorporates it into its vocabulary. This process can be reflected at various levels in the borrowing language, such as its phonology, morphology, grammar, or vocabulary. For historical reasons, the prominence of the English language has caused anglicisms to be the most widely spread lexical items that are borrowed at a global level. This trend has been further enhanced by the introduction of vocabulary from terms related to international business, as well as new technologies, most notably computers and the internet, as these are originally coined in English and very quickly make their way into foreign lexicons. For these reasons, among others, English is also the most popular foreign language to learn, which makes anglicisms spread more easily. In some cases, these items are adopted verbatim in the new languages, usually when these languages share the same alphabet as English, that is, Latin. In the case of languages such as Greek, that use a different alphabet, these items normally follow a process of transliteration or other types of anglicization that help words and phrases assimilate into the new language. In some cases, the influence of English is so prominent that cases of pseudoanglicism also occur, resulting in lexical items that appear to be English because of their form but, in fact, are not. This paper explores the inclusion and treatment of a special category of anglicisms and pseudoanglicisms as they occur in dictionaries of modern Greek. This category consists of nouns ending with -ing, a suffix that corresponds to the present participle and gerund of a verb, which is typical of English morphology and has been incorporated in other languages through the process of borrowing. The methodology is based on a selection of five Greek dictionaries available online: HLNG, LKN, MILNEG, SLANG.gr, and Wiktionary. These are compared with each other in terms of their macrostructure to find out how inclusive they are in their treatment of this phenomenon. Dictionaries that are available exclusively on paper were not considered taking space constraints into account. The decisive criterion for this selection was that the dictionaries are currently in use. Among the selected dictionaries, three are the products of professional lexicographers, while the other two are works of crowdsourcing. At the second stage of the process, the resulting entries are examined in terms of their orthography and cross-checked against a corpus of modern Greek (elTenTen19) to test whether their treatment reflects actual language use according to the data. Then, moving further into the lexicographic microstructure, the possible existence of Greek equivalents is researched in all five dictionaries. These findings are also cross-checked against the corpus for frequency to see which of the existing alternatives native users of Greek tend to use and which are possibly more alien to them. Finally, the list of lexical items in the findings is explored as to which domain or semantic field they belong to as well as their register, style, and attitude; this exploration aims to unveil possible trends in their coinage and usage.},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

Close

One of the many ways for a language’s vocabulary to extend through neology is through lexical borrowing. A very specific type of this phenomenon is the anglicism, which is created when a language borrows a word or phrase from the English language and incorporates it into its vocabulary. This process can be reflected at various levels in the borrowing language, such as its phonology, morphology, grammar, or vocabulary. For historical reasons, the prominence of the English language has caused anglicisms to be the most widely spread lexical items that are borrowed at a global level. This trend has been further enhanced by the introduction of vocabulary from terms related to international business, as well as new technologies, most notably computers and the internet, as these are originally coined in English and very quickly make their way into foreign lexicons. For these reasons, among others, English is also the most popular foreign language to learn, which makes anglicisms spread more easily. In some cases, these items are adopted verbatim in the new languages, usually when these languages share the same alphabet as English, that is, Latin. In the case of languages such as Greek, that use a different alphabet, these items normally follow a process of transliteration or other types of anglicization that help words and phrases assimilate into the new language. In some cases, the influence of English is so prominent that cases of pseudoanglicism also occur, resulting in lexical items that appear to be English because of their form but, in fact, are not. This paper explores the inclusion and treatment of a special category of anglicisms and pseudoanglicisms as they occur in dictionaries of modern Greek. This category consists of nouns ending with -ing, a suffix that corresponds to the present participle and gerund of a verb, which is typical of English morphology and has been incorporated in other languages through the process of borrowing. The methodology is based on a selection of five Greek dictionaries available online: HLNG, LKN, MILNEG, SLANG.gr, and Wiktionary. These are compared with each other in terms of their macrostructure to find out how inclusive they are in their treatment of this phenomenon. Dictionaries that are available exclusively on paper were not considered taking space constraints into account. The decisive criterion for this selection was that the dictionaries are currently in use. Among the selected dictionaries, three are the products of professional lexicographers, while the other two are works of crowdsourcing. At the second stage of the process, the resulting entries are examined in terms of their orthography and cross-checked against a corpus of modern Greek (elTenTen19) to test whether their treatment reflects actual language use according to the data. Then, moving further into the lexicographic microstructure, the possible existence of Greek equivalents is researched in all five dictionaries. These findings are also cross-checked against the corpus for frequency to see which of the existing alternatives native users of Greek tend to use and which are possibly more alien to them. Finally, the list of lexical items in the findings is explored as to which domain or semantic field they belong to as well as their register, style, and attitude; this exploration aims to unveil possible trends in their coinage and usage.

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Zarris, Dimitrios; Sozos, Stergios; Liwicki, Foteini; Gardelli, Viktor; Karafyllidis, Theodoros; Stamouli, Spyridoula; Papaevripidou, Marios; Vacalopoulou, Anna; Paraskevopoulos, Georgios; Katsamanis, Athanasios; Katsouros, Vassilis; Liwicki, Marcus; Mokayed, Hamam

Enhancing educational paradigms with large language models: from teacher to study assistants in personalized learning Proceedings Article

In: 16th International Conference on Education and New Learning Technologies, EDULEARN24 Proceedings, pp. 1295-1303, IATED, Palma, Spain, 2024, ISBN: 978-84-09-62938-1.

Abstract | Links | BibTeX

@inproceedings{Zarrisetal2024,

title = {Enhancing educational paradigms with large language models: from teacher to study assistants in personalized learning},

author = {Dimitrios Zarris and Stergios Sozos and Foteini Liwicki and Viktor Gardelli and Theodoros Karafyllidis and Spyridoula Stamouli and Marios Papaevripidou and Anna Vacalopoulou and Georgios Paraskevopoulos and Athanasios Katsamanis and Vassilis Katsouros and Marcus Liwicki and Hamam Mokayed

},

doi = {10.21125/edulearn.2024.0435},

isbn = {978-84-09-62938-1},

year  = {2024},

date = {2024-07-21},

urldate = {2024-07-21},

booktitle = {16th International Conference on Education and New Learning Technologies, EDULEARN24 Proceedings},

pages = {1295-1303},

publisher = {IATED},

address = {Palma, Spain},

abstract = {This paper investigates the application of large language models (LLMs) in the educational field, specifically focusing on roles like "Teacher Assistant" and "Study Assistant" to enhance personalized and adaptive learning. The significance of integrating AI in educational frameworks is underscored, given the shift towards AI-powered educational tools. The methodology of this research is structured and multifaceted, examining the dynamics between prompt engineering, methodological approaches, and LLM outputs with the help of indexed documents. The study bifurcates its approach into prompt structuring and advanced prompt engineering techniques. Initial investigations revolve around persona and template prompts to evaluate their individual and collective effects on LLM outputs. Advanced techniques, including few-shot and chain-of-thought prompting, are analyzed for their potential to elevate the quality and specificity of LLM responses. The "Study Assistant" aspect of the study involves applying these techniques to educational content across disciplines such as biology, mathematics, and physics. Findings from this research are poised to contribute significantly to the evolution of AI in education, offering insights into the variables that enhance LLM performance. This paper not only enriches the academic discourse on LLMs but also provides actionable insights for the development of sophisticated AI-based educational tools. As the educational landscape continues to evolve, this research underscores the imperative for continuous exploration and refinement in the application of AI to fully realize its benefits in education.},

keywords = {},

pubstate = {published},

tppubtype = {inproceedings}

}

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Schulder, Marc; Bigeard, Sam; Kopf, Maria; Hanke, Thomas; Kuder, Anna; Wójcicka, Joanna; Mesch, Johanna; Björkstrand, Thomas; Vacalopoulou, Anna; Vasilaki, Kiriaki; Goulas, Theodoros; Fotinea, Stavroula-Evita; Efthimiou, Eleni

Signs and synonymity: Continuing development of the multilingual sign language Wordnet Proceedings Article

In: Proceedings of the LREC-COLING 2024 11th Workshop on the Representation and Processing of Sign Languages: Evaluation of Sign Language Resources, pp. 281–291, ELRA, 2024, ISBN: 978-2-493814-30-2.

Abstract | Links | BibTeX

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