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Understanding student input for tutorial dialogue in procedural domains

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.

Identiferoai:union.ndltd.org:Potsdam/oai:kobv.de-opus-ubp:1019
Date January 2006
CreatorsDzikovska, Myroslava O., Callaway, Charles B., Stone, Matthew, Moore, Johanna D.
PublisherUniversität Potsdam, Extern. Extern
Source SetsPotsdam University
LanguageEnglish
Detected LanguageEnglish
TypeInProceedings
Formatapplication/pdf
Sourcebrandial´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.
Rightshttp://opus.kobv.de/ubp/doku/urheberrecht.php

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