tailieunhanh - Báo cáo khoa học: "a system for tutoring and computational linguistics experimentation"

We present B EETLE II, a tutorial dialogue system designed to accept unrestricted language input and support experimentation with different tutorial planning and dialogue strategies. Our first system evaluation used two different tutorial policies and demonstrated that the system can be successfully used to study the impact of different approaches to tutoring. In the future, the system can also be used to experiment with a variety of natural language interpretation and generation techniques. | Beetle II a system for tutoring and computational linguistics experimentation Myroslava O. Dzikovska and Johanna D. Moore School of Informatics University of Edinburgh Edinburgh United Kingdom @ Natalie Steinhauser and Gwendolyn Campbell Naval Air Warfare Center Training Systems Division Orlando FL USA @ Elaine Farrow Heriot-Watt University Edinburgh United Kingdom Abstract We present Beetle II a tutorial dialogue system designed to accept unrestricted language input and support experimentation with different tutorial planning and dialogue strategies. Our first system evaluation used two different tutorial policies and demonstrated that the system can be successfully used to study the impact of different approaches to tutoring. In the future the system can also be used to experiment with a variety of natural language interpretation and generation techniques. 1 Introduction Over the last decade there has been a lot of interest in developing tutorial dialogue systems that understand student explanations Jordan et al. 2006 Graesser et al. 1999 Aleven et al. 2001 Buckley and Wolska 2007 Nielsen et al. 2008 VanLehn et al. 2007 because high percentages of selfexplanation and student contentful talk are known to be correlated with better learning in humanhuman tutoring Chi et al. 1994 Litman et al. 2009 Purandare and Litman 2008 Steinhauser et al. 2007 . However most existing systems use pre-authored tutor responses for addressing student errors. The advantage of this approach is that tutors can devise remediation dialogues that are highly tailored to specific misconceptions many students share providing step-by-step scaffolding and potentially suggesting additional problems. The disadvantage is a lack of adaptivity and generality students often get the same remediation for the same error regardless of their past performance or dialogue context as it is infeasible to Charles B. .