Using Bigrams to Identify Relationships Between Student Certainness States and Tutor Responses in a Spoken Dialogue Corpus
Kate Forbes-Riley, Diane J. Litman · 2005
We use n-gram techniques to identify dependencies between student affective states of certainty and subsequent tutor dialogue acts, in an annotated corpus of human-human spoken tutoring dialogues.We first represent our dialogues as bigrams of annotated student and tutor turns.We next use χ 2 analysis to identify dependent bigrams.Our results show dependencies between many student states and subsequent tutor dialogue acts.We then analyze the dependent bigrams and suggest ways that our current computer tutor can be enhanced to adapt its dialogue act generation based on these dependencies.