UM '07 Proceedings of the 11th international conference on User Modeling
Coaching Web-based Collaborative Learning based on Problem Solution Differences and Participation
International Journal of Artificial Intelligence in Education
International Journal of Artificial Intelligence in Education
Answering learners' questions by retrieving question paraphrases from social Q&A sites
EANL '08 Proceedings of the Third Workshop on Innovative Use of NLP for Building Educational Applications
Intelligent Coaching for Collaboration in Ill-Defined Domains
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Coaching within a domain independent inquiry environment
ITS'06 Proceedings of the 8th international conference on Intelligent Tutoring Systems
Social and caring tutors: ITS 2010 keynote addres
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
Scaffolding collaborative learning opportunities: integrating microworld use and argumentation
UMAP'11 Proceedings of the 19th international conference on Advances in User Modeling
When less is more: focused pruning of knowledge bases to improve recognition of student conversation
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
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This paper describes efforts to both promote and recognize student dialogue in free-entry text discussion within an inquiry-learning environment First, we discuss collaborative tools that enable students to work together and how these tools can potentially focus student effort on subject matter We then show how our tutor uses an expert knowledge base to recognize (with 88% success rate) when students are discussing content relevant to the problem and to correctly link (with 70% success) that content with an actual topic Subsets of the data indicate that even better results are possible This research provides solid support for the concept of using a knowledge base to recognize content in free-entry text discussion The paper concludes by demonstrating how this content recognition can be used to support students engaged in problem-solving activities.