GUIDE: A Dataset and Study of Context for Intent Recognition in Asymmetric Guiding DialogueLyu, Jincheng Intent recognitionsituated dialogueinstructional dialogueasymmetric dialoguehuman–AI interactionintent classificationdialogue actscontextual modelingVirtualHomemultimodal simulationBERTpre-trained language modelscontext windowsupervised learningtask-oriented dialoguedataset creationannotation qualityinput engineeringtoken representationComputer ScienceB SIntent recognition in situated, goal-directed dialogue remains challenging because utterances are highly context dependent and speakers often possess asymmetric knowledge. This thesis stud- ies intent classification in instructional interactions by introducing GUIDE (Growing Understand- ing through Interactive Daily Experience), a curated dataset of 447 transcripts collected from VirtualHome-based simulations of 10 household activities, each instantiated in four controlled variants to elicit guidance, confusion, and error correction. GUIDE includes fine-grained, role- sensitive intent labels (e.g., Inform, Request Information, Request Action, Casual, Greetings), distinguishing human guidance from the alien learner’s knowledge reports and confirmations. We first establish that label quality is pivotal: manual standardization of intents across 23{,}195 utterances improves BERT-base accuracy from 0.64 (uncleaned) to 0.70 (cleaned) under identical settings. We then evaluate pre-trained models (ALBERT, T5, BERT-base, BERT-large) and analyze the effect of context size and input construction. Short multi-turn context (target + 1 prior turn) consistently helps, raising accuracy to 0.74; end padding stabilizes performance (0.75); compact role encoding and input pruning further reduce token overhead; and summing token embeddings across utterances yields a best fine-grained accuracy of 0.76. Aggregating labels into high-level categories substantially simplifies the task, achieving up to 0.87 with BERT-large (1 epoch). Our findings show that (i) careful curation, (ii) short, local context, and (iii) lightweight input engineering materially benefit intent recognition in instructional dialogues. The resulting single- stage, supervised classifier operates offline and does not perform dialogue management or action generation. We conclude with limitations (domain scope, transcript variability) and outline direc- tions for multimodal integration, hierarchical/online classification, and broader data collection.Rebecca Jane Passonneau, Thesis SupervisorRebecca Jane Passonneau, Thesis Honors AdvisorSencun Zhu, Faculty Readeropen_access2025-11-22T15:56:05Zhttps://honors.libraries.psu.edu/catalog/9898jjl6992