Evaluating tutors that listen: an overview of project LISTEN
Smart machines in education
ITS, Agents, BDI, and Affection: Trying to Make a Plan Come Together
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
The Architecture of Why2-Atlas: A Coach for Qualitative Physics Essay Writing
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
An Intelligent Tutoring System Incorporating a Model of an Experienced Human Tutor
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
Teaching Case-Based Argumentation Concepts Using Dialectic Arguments vs. Didactic Explanations
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Predicting user reactions to system error
ACL '01 Proceedings of the 39th Annual Meeting on Association for Computational Linguistics
Automated tutoring dialogues for training in shipboard damage control
SIGDIAL '01 Proceedings of the Second SIGdial Workshop on Discourse and Dialogue - Volume 16
Discourse processing for explanatory essays in tutorial applications
SIGDIAL '02 Proceedings of the 3rd SIGdial workshop on Discourse and dialogue - Volume 2
Exploiting emotions to disambiguate dialogue acts
Proceedings of the 9th international conference on Intelligent user interfaces
ITSPOKE: an intelligent tutoring spoken dialogue system
HLT-NAACL--Demonstrations '04 Demonstration Papers at HLT-NAACL 2004
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This paper describes preliminary work in exploring the relative effectiveness of speech versus text based tutoring. Most current tutorial dialogue systems are text based (Evens et al., 2001; Rose and Aleven, 2002; Zinn et al., 2002; Aleven et al., 2001; VanLehn et al., 2002). However, prior studies have shown considerable benefits of tutoring through spoken interactions (Lemke, 1990; Chi et al., 1994; Hausmann and Chi, 2002). Thus, we are currently developing a speech based dialogue system that uses a text based system for tutoring conceptual physics (VanLehn et al., 2002) as its "back-end". In order to explore the relative effectiveness between these two input modalities in our task domain, we have started by collecting parallel human-human tutoring corpora both for text based and speech based tutoring. In both cases, students interact with the tutor through a web interface. We present here a comparison between the two on a number of features of dialogue that have been demonstrated to correlate reliably with learning gains with students interacting with the tutor using the text based interface (Rosé et al., submitted).