Implementation of motivational tactics in tutoring systems
Journal of Artificial Intelligence in Education
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ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
A 3-Tier Planning Architecture for Managing Tutorial Dialogue
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
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Computational Linguistics
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International Journal of Artificial Intelligence in Education - "Caring for the Learner" in honour of John Self
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International Journal of Artificial Intelligence in Education
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Beyond the code-and-count analysis of tutoring dialogues
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Motivating the learner: an empirical evaluation
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Towards identifying unresolved discussions in student online forums
IUNLPBEA '10 Proceedings of the NAACL HLT 2010 Fifth Workshop on Innovative Use of NLP for Building Educational Applications
Scaffolding student online discussions using past discussions: PedaBot studies
Artificial Intelligence Review
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Tutorial dialogue has been the subject of increasing attention in recent years, and it has become evident that empirical studies of human-human tutorial dialogue can contribute important insights to the design of computational models of dialogue. This paper reports on a corpus study of human-human tutorial dialogue transpiring in the course of problem-solving in a learning environment for introductory computer science. Analyses suggest that the choice of corrective tutorial strategy makes a significant difference in the outcomes of both student learning gains and self-efficacy gains. The findings reveal that tutorial strategies intended to maximize student motivational outcomes (e.g., self-efficacy gain) may not be the same strategies that maximize cognitive outcomes (i.e., learning gain). In light of recent findings that learner characteristics influence the structure of tutorial dialogue, we explore the importance of understanding the interaction between learner characteristics and tutorial dialogue strategy choice when designing tutorial dialogue systems.