The Architecture of Why2-Atlas: A Coach for Qualitative Physics Essay Writing
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
The role of initiative in tutorial dialogue
EACL '03 Proceedings of the tenth conference on European chapter of the Association for Computational Linguistics - Volume 1
Going Beyond the Problem Given: How Human Tutors Use Post-Solution Discussions to Support Transfer
International Journal of Artificial Intelligence in Education - "Caring for the Learner" in honour of John Self
Spoken Versus Typed Human and Computer Dialogue Tutoring
International Journal of Artificial Intelligence in Education
Dialogue-Learning Correlations in Spoken Dialogue Tutoring
Proceedings of the 2005 conference on Artificial Intelligence in Education: Supporting Learning through Intelligent and Socially Informed Technology
ITSPOKE: an intelligent tutoring spoken dialogue system
HLT-NAACL--Demonstrations '04 Demonstration Papers at HLT-NAACL 2004
Investigating Human Tutor Responses to Student Uncertainty for Adaptive System Development
ACII '07 Proceedings of the 2nd international conference on Affective Computing and Intelligent Interaction
Minimal Feedback During Tutorial Dialogue
ITS '08 Proceedings of the 9th international conference on Intelligent Tutoring Systems
Special issue on interactive question answering: introduction
Natural Language Engineering
Automatic annotation of context and speech acts for dialogue corpora
Natural Language Engineering
Comparing Linguistic Features for Modeling Learning in Computer Tutoring
Proceedings of the 2007 conference on Artificial Intelligence in Education: Building Technology Rich Learning Contexts That Work
Determining tutorial remediation strategies from a corpus of human-human tutoring dialogues
ENLG '07 Proceedings of the Eleventh European Workshop on Natural Language Generation
Exploring affect-context dependencies for adaptive system development
NAACL-Short '07 Human Language Technologies 2007: The Conference of the North American Chapter of the Association for Computational Linguistics; Companion Volume, Short Papers
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
Designing and evaluating a wizarded uncertainty-adaptive spoken dialogue tutoring system
Computer Speech and Language
Leveraging hidden dialogue state to select tutorial moves
IUNLPBEA '10 Proceedings of the NAACL HLT 2010 Fifth Workshop on Innovative Use of NLP for Building Educational Applications
Dialogue act modeling in a complex task-oriented domain
SIGDIAL '10 Proceedings of the 11th Annual Meeting of the Special Interest Group on Discourse and Dialogue
Recognizing authority in dialogue with an integer linear programming constrained model
HLT '11 Proceedings of the 49th Annual Meeting of the Association for Computational Linguistics: Human Language Technologies - Volume 1
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
Characterizing the effectiveness of tutorial dialogue with hidden markov models
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
Learning to tutor like a tutor: ranking questions in context
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Learner characteristics and dialogue: recognising effective and student-adaptive tutorial strategies
International Journal of Learning Technology
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We examine correlations between dialogue behaviors and learning in tutoring, using two corpora of spoken tutoring dialogues: a human-human corpus and a human-computer corpus. To formalize the notion of dialogue behavior, we manually annotate our data using a tagset of student and tutor dialogue acts relative to the tutoring domain. A unigram analysis of our annotated data shows that student learning correlates both with the tutor's dialogue acts and with the student's dialogue acts. A bigram analysis shows that student learning also correlates with joint patterns of tutor and student dialogue acts. In particular, our human-computer results show that the presence of student utterances that display reasoning (whether correct or incorrect), as well as the presence of reasoning questions asked by the computer tutor, both positively correlate with learning. Our human-human results show that student introductions of a new concept into the dialogue positively correlates with learning, but student attempts at deeper reasoning (particularly when incorrect), and the human tutor's attempts to direct the dialogue, both negatively correlate with learning. These results suggest that while the use of dialogue act n-grams is a promising method for examining correlations between dialogue behavior and learning, specific findings can differ in human versus computer tutoring, with the latter better motivating adaptive strategies for implementation.