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Báo cáo khoa học: "The impact of interpretation problems on tutorial dialogue"

Supporting natural language input may improve learning in intelligent tutoring systems. However, interpretation errors are unavoidable and require an effective recovery policy. We describe an evaluation of an error recovery policy in the B EE TLE II tutorial dialogue system and discuss how different types of interpretation problems affect learning gain and user satisfaction. | The impact of interpretation problems on tutorial dialogue Myroslava O. Dzikovska and Johanna D. Moore School of Informatics University of Edinburgh Edinburgh United Kingdom m.dzikovska j.moore @ed.ac.uk Natalie Steinhauser and Gwendolyn Campbell Naval Air Warfare Center Training Systems Division Orlando FL USA natalie.steihauser gwendolyn.campbell @navy.mil Abstract Supporting natural language input may improve learning in intelligent tutoring systems. However interpretation errors are unavoidable and require an effective recovery policy. We describe an evaluation of an error recovery policy in the Beetle II tutorial dialogue system and discuss how different types of interpretation problems affect learning gain and user satisfaction. In particular the problems arising from student use of non-standard terminology appear to have negative consequences. We argue that existing strategies for dealing with terminology problems are insufficient and that improving such strategies is important in future ITS research. 1 Introduction There is a mounting body of evidence that student self-explanation and contentful talk in humanhuman tutorial dialogue are correlated with increased learning gain Chi et al. 1994 Purandare and Litman 2008 Litman et al. 2009 . Thus computer tutors that understand student explanations have the potential to improve student learning Graesser et al. 1999 Jordan et al. 2006 Aleven et al. 2001 Dzikovska et al. 2008 . However understanding and correctly assessing the student s contributions is a difficult problem due to the wide range of variation observed in student input and especially due to students sometimes vague and incorrect use of domain terminology. Many tutorial dialogue systems limit the range of student input by asking short-answer questions. This provides a measure of robustness and previous evaluations of ASR in spoken tutorial dialogue systems indicate that neither word error rate nor concept error rate in such systems affect learning .