Understanding student input for tutorial dialogue in procedural domains
Proceedings of the 10th Workshop on the Semantics and Pragmatics of Dialogue (BRANDIAL 2006)
Date
03/11/2010Author
Dzikovska, Myroslava
Callaway, Charles
Stone, Matthew
Moore, Johanna D.
Metadata
Abstract
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.