Adapting to Personality Over Time: Examining the Effectiveness of Dialogue Policy Progressions in Task-Oriented Interaction
Alexandria Katarina Vail, Kristy Elizabeth Boyer · 2014
This paper explores dialogue adaptation over repeated interactions within a task-oriented human tutorial dialogue corpus. We hypothesize that over the course of four tutorial dialogue sessions, tutors adapt their strategies based on the person-ality of the student, and in particular to student introversion or extraversion. We model changes in strategy over time and use them to predict how effectively the tutorial interactions support student learn-ing. The results suggest that students lean-ing toward introversion learn more effec-tively with a minimal amount of inter-ruption during task activity, but occasion-ally require a tutor prompt before voicing uncertainty; on the other hand, students tending toward extraversion benefit signif-icantly from increased interaction, partic-ularly through tutor prompts for reflection on task activity. This line of investiga-tion will inform the development of future user-adaptive dialogue systems. 1