We present an analysis of student language
input in a corpus of tutoring dialogue
in the domain of symbolic differentiation.
Our focus on procedural tutoring
makes the dialogue comparable to collaborative
problem-solving (CPS). Existing
CPS models describe the process of
negotiating plans and goals, which also
fits procedural tutoring. <br>However, we
provide a classification of student utterances
and corpus annotation which shows
that approximately 28% of non-trivial student
language in this corpus is not accounted
for by existing models, and addresses
other functions, such as evaluating
past actions or correcting mistakes. <br>Our
analysis can be used as a foundation for
improving models of tutoring dialogue.
| Identifer | oai:union.ndltd.org:Potsdam/oai:kobv.de-opus-ubp:1019 |
| Date | January 2006 |
| Creators | Dzikovska, Myroslava O., Callaway, Charles B., Stone, Matthew, Moore, Johanna D. |
| Publisher | Universität Potsdam, Extern. Extern |
| Source Sets | Potsdam University |
| Language | English |
| Detected Language | English |
| Type | InProceedings |
| Format | application/pdf |
| Source | brandial´06 : Proceedings of the 10th workshop on the semantics and pragmatics of dialogue (SemDial-10) / ed. By David Schlangen ; Raquel Fernández. - Univ.-Verl. : Potsdam, 2006. - vii, 201 S. : Ill., graph. Darst. |
| Rights | http://opus.kobv.de/ubp/doku/urheberrecht.php |
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