Context-Dependent Transitions in Tutoring Discourse
نویسندگان
چکیده
Successful machine tutoring, like other forms of ~~mamnachine discourse, requires sophisticated communication skills and a deep understanding of the student’s knowledge. A system must have the ability to reason about a student’s knowledge and to assess the effect of the discourse on him. In this paper we describe Meno-tutor, a LISP program that deliberately Plans the rhetorical structure of its output and cw&mks its responses to the level of understanding of the individual student.
منابع مشابه
A Framework for Representing Tutorial Discourse
We set forth general techniques for managing discourse in an intelligent tutor. These techniques are being implemented in a structure that dynamically reasons about the discourse, a student's response, and the tutor's move. The structure is flexible, domain-independent, and designed to be rebuilt-decision points and machine actions are modifiable through a visual editor. We discuss this formal ...
متن کاملTutor Dialogue Planning with Contextual Information and Discourse Structure
In this paper, we present two techniques to improve the effectiveness of a conversational tutoring system when interacting with groups of users. First, we propose the usage of linguistic features derived from discourse parsing to better understand the structure of the ongoing dialogue between the students and the tutoring system. Discourse parsing gives us the relational structure of a dialogue...
متن کاملDARE: Deep Anaphora Resolution in Dialogue based Intelligent Tutoring Systems
Anaphora resolution is a central topic in dialogue and discourse processing that deals with finding the referents of pronouns. There are no studies, to the best of our knowledge, that focus on anaphora resolution in the context of tutorial dialogues. In this paper, we present the first version of DARE (Deep Anaphora Resolution Engine), an anaphora resolution engine for dialogue-based Intelligen...
متن کاملDiscourse Initiative: Its Role in Intelligent Tutoring Systems
Research suggests that a student who is actively involved in the learning process has a higher rate of achievement than does a student who is merely a passive recipient of information. Active learning implies that the student will occasionally take the discourse initiative and attempt to shape the information provided by the instructor. However, relatively little attention has been given to the...
متن کاملCollaborative Discourse Theory as a Foundation for Tutorial Dialogue
Research on intelligent tutoring systems has not leveraged general models of collaborative discourse, even though tutoring is inherently collaborative. Similarly, research on collaborative discourse theory has rarely addressed tutorial issues, even though teaching and learning are important components of collaboration. We help bridge the gap between these two related research threads by present...
متن کامل