Automatic Question and Answer Generation from Thai Sentences

Automatic question generation from text or paragraph is a great challenging task which attracts broad attention in natural language processing. Because of the verbose texts and fragile ranking methods, the quality of top generated questions is poor. In this paper, we present a novel framework Automatic Chinese Question Generation (ACQG) to generate questions from text or paragraph. In ACQG, we use an adopted TextRank to extract key sentences and a template-based method to construct questions from key sentences. Then a multi-feature neural network model is built for ranking to obtain the top questions. The automatic evaluation result reveals that the proposed framework outperforms the state-of-the-art systems in terms of perplexity. In human evaluation, questions generated by ACQG rate a higher score.

Computer programming is a complex field that requires rigorous practice in programming code writing and learning skills, which can be one of the critical challenges in learning and teaching programming. The complicated nature of computer programming requires an instructor to manage its learning resources and diligently generate programming-related questions for students that need conceptual programming and procedural programming rules. In this regard, automatic question generation techniques help teachers carefully align their learning objectives with the question designs in terms of relevancy and complexity. This also helps in reducing the costs linked with the manual generation of questions and fulfills the need of supplying new questions through automatic question techniques. This paper presents a theoretical review of automatic question generation (AQG) techniques, particularly related to computer programming languages from the year 2017 till 2022. A total of 18 papers are included in this study. one of the goals is to analyze and compare the state of the field in question generation before COVID-19 and after the COVID-19 period, and to summarize the challenges and future directions in the field. In congruence to previous studies, there is little focus given in the existing literature on generating questions related to learning programming languages through different techniques. Our findings show that there is a need to further enhance experimental studies in implementing automatic question generation especially in the field of programming. Also, there is a need to implement an authoring tool that can demonstrate designing more practical evaluation metrics for students.

The advent of the Internet resulted in availability of e-content in huge quantities; this e-content includes information in different domains. This information is being exploited for various reasons and applications. As the formal evaluation and assessment techniques are undergoing transformations, there is also a need for a voluminous Question Bank (QB). The manual creation of questions is a time-consuming and expensive task as it requires domain experts and there is a growing trend towards question bank based question paper generation for assessment. Hence the problem of automatic question generation has attracted attention of the Natural Language Processing (NLP) research community; this problem can be handled by NLP. Automatic generation of high-quality questions is the long-term goal of the Question Generation (QG) research community. The automatic question generation aims to generate all possible questions from the input text or document. This survey article presents the issues, challenges and approaches as well as reviews the reported research work in the context of automatic question generation for different languages at national and international level.

Automatic Question Generation (AQG) is essential in educational technology, enabling the creation of assessments, practice exercises, and intelligent tutoring systems. Although recent neural approaches have achieved promising results, they often lack interpretability and control, thereby limiting their use in structured educational contexts. To overcome these challenges, this study introduces a structurally modular, rule-based AQG framework that generates factoid questions from educational texts through explicit linguistic rules and deterministic transformations. The proposed framework draws on classical rule-based question generation methods and employs a two-stage algorithmic design that distinctly separates linguistic analysis from question generation. The first stage involves linguistic preprocessing, clause extraction, and auxiliary-verb determination to identify syntactically valid, question-worthy clauses. In the second stage, rule-based transformations generate various factoid question types, such as who, what, where, when, how many, and how much, followed by disambiguation, template-based surface real- ization, and validation. This separation enhances interpretability, extensibility, and control over rule execution. Unlike data-driven models, the proposed framework does not require annotated training data and avoids hallucination by relying on explicit syntactic and semantic patterns. The resulting system produces grammatically correct, semantically meaningful, and reproducible questions, making it well suited for educational and academic applications. The study demonstrates that carefully designed rule-based systems remain a viable and effective alternative for automatic question generation in controlled domains.

In the last few years, researchers in the field of e-learning and Natural Language Processing (NLP) have shown an increased interest in automatic question generation. However, little research has discussed the automatic evaluation of listening comprehension in multimedia learning. In this work, we present an automatic quiz generation for TED Talks video clips, called TED Quiz. TED Quiz generates multiple-choice questions in two question types, gist-content questions and detail questions. We use a graph-based algorithm, Lex Rank, to identify the most important part of a talk, as the main concept of a gist-content question. We also proposed an approach to distractor selection for detail question generation that generates grammatically correct but semantically wrong sentences as distractors. The experimental results demonstrated that the measured results from automatically generated questions are comparable with that from manually generated questions because their scores were significantly correlated. Moreover, most subjects agreed that the generated listening comprehension questions were of quality and usefulness.

Automatic Question and Answer Generation from Text Using Neural Networks

The potential of automated question generation is role play in the multi-fields and multi-applications such as question and answering systems, examination systems, and information retrieval. Before learning the question generated, one should understand how to classify questions. This research aims to generate possible questions considering the possible question categories from question classification based on Natural Language Processing. In this research, we compared the results on Logistic Regression, Support Vector Machine, and Multinomial Naï ve Bayes, which were traditional classification models. The deep learning techniques were Convolutional Neural Networks, Bidirectional Long Short-Term Memory, combined CNN and BiLSTM models, and BERT models. The experimental results show that the preprocessing phase using Natural Language Processing could enhance question classification. The classification of the sentence to question classification attained an average micro $F_{1} -$ score of 91.40% when applied BERT model by pre-trained WangchanBERTa on simple sentences. In contrast, the satisfying score with an average micro $F_{1} -$ score of 82.07% (from 80.37% on original input) when applied to add all POS tags unigram + bigram TF-IDF by using the SVM model. The experimental results when the CNN model with GloVe on adding focusing POS tags is a satisfactory score with an average micro $F_{1} -$ score of 79.79%.

An automatic question generation (QG) system aims to produce questions from a text, such as a sentence or a paragraph. Traditional approaches are mainly based on heuristic, hand-crafted rules to transduce a declarative sentence to a related interrogative sentence. However, creating such a set of rules requires deep linguistic knowledge and most of these rules are language-specific. Although a data-driven approach reduces the participation of linguistic experts, to get sufficient labeled data for QG model training is still a difficult task. In this paper, we applied a neural sequence-to-sequence pointer-generator network with various transfer learning strategies to capture the underlying information of making a question, on a target domain with rare training pairs. Our experiment demonstrates the viability of domain adaptation in QG task. We also show the possibility that transfer learning is helpful in a semi-supervised approach when the amount of training pairs in the target QG dataset is not large enough.

Automatic question generator (AQG) technology is a system developed to create questions automatically from input in the form of text, images, and videos. AQG has been developed using various approaches such as natural language processing (NLP), statistical approaches, and other machine approaches. AQG has a very important role in the world of education, especially in independent education, because it can be used as a good evaluation medium for students. Utilizing AQG in independent education gives students full control to determine their learning. AQG turns learning into a more interactive experience by generating questions that can trigger critical thinking and problem-solving skills. AQG technology developed in independent learning will encourage students to respond actively to the material and understand concepts more deeply. Approximately 60% of research related to AQG has been conducted for assessment, 18% for knowledge acquisition, and the remainder for validation and other purposes. This research was conducted by conducting a comprehensive review of 63 articles related to AQG in education.

Automatic question generation can benefit many applications ranging from dialogue systems to reading comprehension. While questions are often asked with respect to long documents, there are many challenges with modeling such long documents. Many existing techniques generate questions by effectively looking at one sentence at a time, leading to questions that are easy and not reflective of the human process of question generation. Our goal is to incorporate interactions across multiple sentences to generate realistic questions for long documents. In order to link a broad document context to the target answer, we represent the relevant context via a multi-stage attention mechanism, which forms the foundation of a sequence to sequence model. We outperform state-of-the-art methods on question generation on three question-answering datasets - SQuAD, MS MARCO and NewsQA. 1

Manual construction of questions is a tedious and complicated process. Automatic Question Generation (AQG) methods work towards diminishing these costs and to fulfil the requirement for a persistent supply of new questions. Current AQG techniques utilize complicated architectures, that require intensive computational resources as well as a deeper understanding of the subject. In this paper we propose an end-to-end AQG system that utilises the power of a recently introduced transformer, the Text-to-Text Transfer Transformer (T5). We use the pre-trained T5 model and fine-tune it for our down-stream task of question generation. Our model performs very well on unseen data and generates well-formed and grammatically correct questions. These questions can be used directly by students, to examine their own level of understanding, and teachers, to quickly reinforce key concepts whenever required. The model has also been deployed in the form of a web application for public access. This application serves as an educational tool using which any individual can assess their knowledge and identify areas of improvement.

Educational automatic question generation (AQG) is often unable to realize its full potential in educational applications due to insufficient training data. For this reason, current research relies on noneducational question answering datasets for system training and evaluation. However, noneducational training data may comprise different language patterns than educational data. Consequently, the research question of whether models trained on noneducational datasets transfer well to the educational AQG task arises. In this work, we investigate the AQG subtask of answer selection, which aims to extract meaningful answers for the questions to be generated. We train and evaluate six modern and well-established BERT-based machine learning model architectures on two widely used noneducational datasets. Furthermore, we introduce a novel, midsized educational dataset for answer selection called TQA-A, which is used to investigate the transfer capabilities of the noneducational models to the educational domain. In terms of phrase-level evaluation metrics, noneducational models perform similar to models trained directly on the novel educational TQA-A dataset, although trained with considerably more training data. Moreover, models trained directly on TQA-A select fewer named entity-based and more verb-based answers than noneducational models. This provides evidence for differences in noneducational and educational answer selection tasks.

Neural knowledge-grounded generative models for dialogue often produce content that is factually inconsistent with the knowledge they rely on, making them unreliable and limiting their applicability. Inspired by recent work on evaluating factual consistency in abstractive summarization, we propose an automatic evaluation metric for factual consistency in knowledge-grounded dialogue using automatic question generation and question answering. Our metric, denoted Q^2, compares answer spans using natural language inference (NLI), instead of token-based matching as done in previous work. To foster proper evaluation, we curate a novel dataset of dialogue system outputs for the Wizard-of-Wikipedia dataset, manually annotated for factual consistency. We perform a thorough meta-evaluation of Q^2 against other metrics using this dataset and two others, where it consistently shows higher correlation with human judgements.

This chapter presents the architecture of an Intelligent Tutoring System for a Neural Networks course that consists of four basic modules. The subject knowledge-base stores an object-oriented representation of the theme knowledge. The student modeling module traces the user interaction with the system and assess goal accomplishment and motivation-towards-achievement. The instructional strategy module in this implementation consists of a knowledge navigation tool based on a concept-space metaphor and an automatic multiple choice question generator. The user interface, based on the concept-space metaphor, provides the means for the student to access hypermedia information that includes theory and examples, the question generator and the neural networks simulators. The description of the architecture is followed by a presentation and analysis of a learning model based on which a new Intelligent Tutoring System architecture using collaborating agents is proposed.

<span>The importance of automatic question generation (AQG) systems in education is recognized for automating tasks and providing adaptive assessments. Recent research focuses on improving quality with advanced neural networks and machine learning techniques. However, selecting the appropriate target sentences and concepts remains challenging in AQG systems. To address this problem, the authors created a novel system that combined sentence structure analysis, dependency parsing approach, and named entity recognition techniques to select the relevant target words from the given sentence. The main goal of this paper is to develop an AQG system using syntactic and semantic sentence structure analysis. Evaluation using manual and automatic metrics shows good performance on simple and short sentences, with an overall score of 3.67 out of 5.0. As the field of AQG continues to evolve rapidly, future research should focus on developing more advanced models that can generate a wider range of questions, especially for complex sentence structures.</span>