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. 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. Our analysis can be used as a foundation for improving models of tutoring dialogue.

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Metadaten
Author:Myroslava O. Dzikovska, Charles B. Callaway, Matthew Stone, Johanna D. Moore
URN:urn:nbn:de:kobv:517-opus-10193
Document Type:Conference Proceeding
Language:English
Date of Publication (online):2006/10/30
Year of Completion:2006
Publishing Institution:Universität Potsdam
Release Date:2006/10/30
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.
RVK - Regensburg Classification:ER 300
Organizational units:Extern / Extern
Dewey Decimal Classification:4 Sprache / 40 Sprache / 400 Sprache
Collections:Universität Potsdam / Tagungen / brandial’06 : Proceedings of the 10th Workshop on the semantics and pragmatics of dialogue (SemDial-10)
Notes extern:
Der Aufsatz ist erschienen in:
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.
ISBN 978-3-939469-29-2 Pick It!
URN: urn:nbn:de:kobv:517-opus-10484

Die Printausgabe kann beim Universitätsverlag Potsdam bestellt werden.