Correlations between dialogue acts and learning in spoken tutoring dialogues
Natural Language Engineering
Dialogue Modes in Expert Tutoring
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Spoken Versus Typed Human and Computer Dialogue Tutoring
International Journal of Artificial Intelligence in Education
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
The Influence of Learner Characteristics on Task-Oriented Tutorial Dialogue
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Adapting to Student Uncertainty Improves Tutoring Dialogues
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
Using Natural Language Processing to Analyze Tutorial Dialogue Corpora Across Domains Modalities
Proceedings of the 2009 conference on Artificial Intelligence in Education: Building Learning Systems that Care: From Knowledge Representation to Affective Modelling
EC-TEL'10 Proceedings of the 5th European conference on Technology enhanced learning conference on Sustaining TEL: from innovation to learning and practice
When does disengagement correlate with learning in spoken dialog computer tutoring?
AIED'11 Proceedings of the 15th international conference on Artificial intelligence in education
Exploring effective dialogue act sequences in one-on-one computer science tutoring dialogues
IUNLPBEA '11 Proceedings of the 6th Workshop on Innovative Use of NLP for Building Educational Applications
Collaborative lecturing by human and computer tutors
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part II
Socially capable conversational tutors can be effective in collaborative learning situations
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
ITS'10 Proceedings of the 10th international conference on Intelligent Tutoring Systems - Volume Part I
International Journal of Artificial Intelligence in Education - Special issue on Best of ITS 2010
Multimodal analysis of the implicit affective channel in computer-mediated textual communication
Proceedings of the 14th ACM international conference on Multimodal interaction
Automatically Recognizing Facial Indicators of Frustration: A Learning-centric Analysis
ACII '13 Proceedings of the 2013 Humaine Association Conference on Affective Computing and Intelligent Interaction
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In recent years, there have been significant advances in tutoring systems that engage students in rich natural language dialogue. With the goal of further understanding what makes tutorial dialogue successful, this article presents a corpus-based approach to modelling the differential effectiveness of tutorial dialogue strategies with respect to learning. We present results of a study in which task-oriented, textual tutorial dialogue was collected from remote one-on-one human tutoring sessions. This article extends a previous study which found that certain dialogue acts were correlated with learning and student characteristics in the corpus. The predictive models presented here demonstrate important differences between the dialogue sequences that were correlated with learning for different groups of students. The models demonstrate that tutor directives, a type of bottom-out hint, were negatively associated with learning for students with low incoming knowledge or low self-efficacy. The findings signal the importance of tutorial dialogue that adapts to learner characteristics.