Towards Modelling and Using Common Ground in Tutorial Dialogue
MARK C. BUCKLEY, Magdalena Anna Wolska · 2007
In order to avoid miscommunication par-ticipants in dialogue continuously attempt to align their mutual knowledge (the “common ground”). A setting that is per-haps most prone to misalignment is tu-toring. We propose a model of common ground in tutoring dialogues which explic-itly models the truth and falsity of do-main level contributions and show how it can be used to detect and repair stu-dents ’ false conjectures and facilitate stu-dent modelling. 1