Understanding student input for tutorial dialogue in procedural domains

Myroslava O. Dzikovska, Charles B. Callaway, Matthew Stone, Johanna D. Moore

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract / Description of output

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
Original languageEnglish
Title of host publicationProceedings of the 10th Workshop on the Semantics and Pragmatics of Dialogue
Number of pages8
Publication statusPublished - Sept 2006


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