Classifying student dialogue acts with multimodal learning analytics
Aysu Ezen-Can, Joseph F. Grafsgaard, James C. Lester, Kristy Elizabeth Boyer · 2015
Supporting learning with rich natural language dialogue has been the focus of increasing attention in recent years. Many adaptive learning environments model students' natural language input, and there is growing recognition that these systems can be improved by leveraging multimodal cues to understand learners better. This paper investigates multimodal features related to posture and gesture for the task of classifying students' dialogue acts within tutorial dialogue. In order to accelerate the modeling process by eliminating the manual annotation bottleneck, a fully unsupervised machine learning approach is utilized for this task. The results indicate that these unsupervised models are significantly improved with the addition of automatically extracted posture and gesture information. Further, even in the absence of any linguistic features, a model that utilizes posture and gesture features alone performed significantly better than a majority class baseline. This work represents a step toward achieving better understanding of student utterances by incorporating multimodal features within adaptive learning environments. Additionally, the technique presented here is scalable to very large student datasets.