The Architecture of Why2-Atlas: A Coach for Qualitative Physics Essay Writing
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
NLTK: the Natural Language Toolkit
ETMTNLP '02 Proceedings of the ACL-02 Workshop on Effective tools and methodologies for teaching natural language processing and computational linguistics - Volume 1
An orthonormal basis for topic segmentation in tutorial dialogue
HLT '05 Proceedings of the conference on Human Language Technology and Empirical Methods in Natural Language Processing
Semantic Cohesion and Learning
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Tools for Authoring a Dialogue Agent that Participates in Learning Studies
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Dialog Convergence and Learning
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Revisiting readability: a unified framework for predicting text quality
EMNLP '08 Proceedings of the Conference on Empirical Methods in Natural Language Processing
ITSPOKE: an intelligent tutoring spoken dialogue system
HLT-NAACL--Demonstrations '04 Demonstration Papers at HLT-NAACL 2004
Personalization of Reading Passages Improves Vocabulary Acquisition
International Journal of Artificial Intelligence in Education
Self-assessment of motivation: explicit and implicit indicators in L2 vocabulary learning
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Reflection and learning robustness in a natural language conceptual physics tutoring system
Reflection and learning robustness in a natural language conceptual physics tutoring system
Question ranking and selection in tutorial dialogues
Proceedings of the Seventh Workshop on Building Educational Applications Using NLP
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We apply a previously reported measure of dialog cohesion to a corpus of spoken tutoring dialogs in which motivation was measured. We find that cohesion significantly predicts changes in student motivation, as measured with a modified MSLQ instrument. This suggests that non-intrusive dialog measures can be used to measure motivation during tutoring.