Design of dialog-based intelligent tutoring systems to simulate human-to-human tutoring

Where Humans Meet Machines: Innovative Solutions for Knotty Natural-Language Problems

Volumn , Issue , 2013, Pages 233-270

  D'Mello, Sidney ^a   Graesser, Art ^b,c  

^a UNIVERSITY OF NOTRE DAME   (United States)

^b University of Memphis   (United States)

^c UNIVERSITY OF OXFORD   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

COGNITIVE SYSTEMS; COMPUTER AIDED INSTRUCTION; EDUCATION; NATURAL LANGUAGE PROCESSING SYSTEMS;

DIALOG MANAGEMENT; EMOTIONAL STATE; INPUT TRANSFORMATION; INTELLIGENT TUTORING SYSTEM; INTELLIGENT TUTORING SYSTEM (ITSS); LEARNING TECHNOLOGY; NATURAL LANGUAGE UNDERSTANDING; NATURAL LANGUAGES;

LEARNING SYSTEMS;

EID: 84927613086     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.1007/978-1-4614-6934-6_11     Document Type: Chapter

References (96)

1. Alibali MW, Nathan MJ (2012) Embodiment in mathematics teaching and learning: a view from students’ and teachers’ gestures. J Learn Sci 21(2):247-286
2. Arnott E, Hastings P, Allbritton D (2008) Research methods tutor: evaluation of a dialogue-based tutoring system in the classroom. Behav Res Methods 40(3):694-698
3. Azevedo R, Witherspoon A, Graesser A, McNamara D, Rus V, Cai Z, Lintean M, Siler E (2008) MetaTutor: an adaptive hypermedia system for training and fostering self-regulated learning about complex science topics. In: Pirrone R, Azevedo R, Biswas G (eds) Papers from the AAAI FaU Symposium on cognitive and metacognitive educational systems. AAAI Press, Menlo Park, CA, pp 14-19
4. Baayen R, Piepenbrock R, Gulikers L (1995) The CELEX lexical database (CD-ROM). University of Pennsylvania, Philadelphia
5. Baylor AL, Kim Y (2005) Simulating instructional roles through pedagogical agents. Int J Artif IntellEduc 15(2):95-115
6. Biggs J (1996) Enhancing teaching through constructive alignment. High Educ 32(3):347-364
7. Bloom B (1956) Taxonomy of educational objectives: the classification of educational goals. Handbook I: cognitive domain. McKay, New York
8. Bransford J, Goldman S, Vye N (1991) Making a difference in people’s ability to think: reflections on a decade of work and some hopes for the future. In: Sternberg R, Okagaki L (eds) Influences on children. Erlbaum, Hillsdale, NJ, pp 147-180
9. Brennan S, Williams M (1995) The feeling of anothers knowing—prosody and filled pauses as cues to listeners about the metacognitive states of speakers. J Mem Lang 34(3):383-398
10. Brown P, Levinson S (1987) Politeness: some universals in language usage. Cambridge University Press, Cambridge
11. Brown A, Ellery S, Campione J (1998) Creating zones of proximal development electronically. In: Greeno J, Goldman S (eds) Thinking practices in mathematics and science learning. Lawrence Erlbaum, Mahwah, NJ, pp 341-367
12. Cai Z, Graesser A, Forsyth C, Burkett C, Millis K, Wallace P, Halpern D, Butler H (2011) Trialog in ARIES: user input assessment in an intelligent tutoring system. In: Chen W, Li S (eds) Proceedings of the 3rd IEEE international conference on intelligent computing and intelligent systems. IEEE Press, Guangzhou
13. Calvo R, D’Mello S (2011) New perspectives on affect and learning technologies. Springer, New York
14. Chi M, Deleeuw N, Chiu M, Lavancher C (1994) Eliciting self-explanations improves understanding. Cognit Sci 18(3):439-477
15. Chi M, Siler S, Jeong H (2004) Can tutors monitor students’ understanding accurately? Cogn Instr 22(3):363-387
16. Clark H (1996) Using language. Cambridge University Press, Cambridge
17. Conati C, Gertner A, VanLehn K (2002) Using Bayesian networks to manage uncertainty in student modeling. User Model User Adapted Interact 12(4):371-417
18. Corbett AT, Anderson JR (1994) Knowledge tracing—modeling the acquisition of procedural knowledge. User Model User Adapted Interact 4(4):253-278
19. Craig S, Graesser A, Sullins J, Gholson J (2004) Affect and learning: an exploratory look into the role of affect in learning. J Educ Media 29:241-250. doi:10.1080/1358165042000283101
20. D’Mello SK, Graesser AC (2012) Language and Discourse are Powerful Signals of Student Emotions during Tutoring. IEEE Transactions on Learning Technologies, 5(4):304-317
21. D’Mello SK, Graesser AC (2012) AutoTutor and Affective AutoTutor: Learning by Talking with Cognitively and Emotionally Intelligent Computers that Talk Back, ACM Transactions on Interactive Intelligent Systems 2(4), 23:2-23:39
22. D’Mello S, Graesser A (2011) The half-life of cognitive-affective states during complex learning. Cogn Emotion 25(7):1299-1308
23. D’Mello S, Graesser A (2012) Malleability of students’ perceptions of an affect-sensitive tutor and its influence on learning. In: Youngblood G, Mccarthy P (eds) Proceedings of 25th Florida Artificial Intelligence Research Society Conference. AAAI Press, Menlo Park, CA, pp 432-437
24. D’Mello S, Olney A, Person N (2010) Mining collaborative patterns in tutorial dialogues. J Educ Data Mining 2(1):1-37
25. D’Mello S, Lehman S, Pekrun R, Graesser A (in press) Confusion can be beneficial for learning. Learn Instruct
26. Dalgarno B (2001) Interpretations of constructivism and consequences for computer assisted learning. Br J Educ Technol 32(2):183-194
27. D’Mello S, Graesser A (2010) Multimodal semi-automated affect detection from conversational cues, gross body language, and facial features. User Model User Adapted Interact 20(2):147-187
28. D’Mello S, Craig S, Witherspoon A, McDaniel B, Graesser A (2008) Automatic detection of learner’s affect from conversational cues. User Model User Adapted Interact 18(1-2):45-80
29. D’Mello S, King B, Graesser A (2010a) Towards spoken human-computer tutorial dialogues. Human Comput Interact 25(4):289-323
30. D’Mello S, Lehman B, Sullins J, Daigle R, Combs R, Vogt K, Perkins L, Graesser A (2010b) A time for emoting: when affect-sensitivity is and isn’t effective at promoting deep learning. In: Kay J, Aleven V (eds) Proceedings of the 10th international conference on intelligent tutoring systems. Springer, Berlin, pp 245-254
31. D’Mello S, Dowell N, Graesser A (2011) Does it really matter whether students’ contributions are spoken versus typed in an intelligent tutoring system with natural language? J Exp Psychol Appl 17(1):1-17
32. D’Mello S, Olney A, Williams C, Hays P (2012) Gaze tutor: a gaze-reactive intelligent tutoring system. Int J Human Comput Stud 70(5):377-398
33. Evens MW, Chang RC, Lee YH, Shim LS, Woo CW, Zhang Y, Michael JA, Rovick AA (1997) CIRCSIM-Tutor: an intelligent tutoring system using natural language dialogue. In Proceedings of the fifth conference on applied natural language processing. Stroudsburg, PA, Association for Computational Linguistics, pp 13-14
34. Festinger L (1957) A theory of cognitive dissonance. Stanford University Press, Stanford, CA
35. Fox B (1993) The human tutorial dialogue project. Lawrence Erlbaum Associates, Hillsdale, NJ
36. Freedman R (1996) Interaction of discourse planning, instructional planning, and dialogue management in an interactive tutoring system. Doctoral Dissertation, Northwestern University, Evanston, IL.
37. Gertner A, VanLehn K (2000) Andes: a coached problem solving environment for physics. In: Gauthier G, Frasson C, VanLehn K (eds) Proceedings of the 5th international conference on intelligent tutoring systems. Springer, Berlin, pp 133-142
38. Goldin-Meadow S (2003) Hearing gesture: how our hands help us think. Harvard University Press, Cambridge, MA
39. Graesser A, Person N (1994) Question asking during tutoring. Am Educ Res J 31(1):104-137
40. Graesser A, Person N, Magliano J (1995) Collaborative dialogue patterns in naturalistic one-to-one tutoring. Appl Cogn Psychol 9(6):495-522
41. Graesser A, Wiemer-Hastings K, Wiemer-Hastings P, Kreuz R (1999) AutoTutor: a simulation of a human tutor. Cogn Syst Res 1(1):35-51
42. Graesser A, Wiemer-Hastings P, Wiemer-Hastings K, Harter D, Person N (2000) Using latent semantic analysis to evaluate the contributions of students in AutoTutor. Interact Learn Environ 8(2):129-147
43. Graesser A, VanLehn K, Rose CP, Jordan PW, Harter D (2001) Intelligent tutoring systems with conversational dialogue. AI Mag 22(4):39-51
44. Graesser A, Moreno K, Marineau J, Adcock A, Olney A, Person N (2003) AutoTutor improves deep learning of computer literacy: is it the dialog or the talking head? In: Hoppe U, Verdejo F, Kay J (eds) Proceedings of the 11th international conference on artificial intelligence in education. Ios Press, Amsterdam, pp 47-54
45. Graesser A, Lu SL, Jackson G, Mitchell H, Ventura M, Olney A, Louwerse M (2004a) AutoTutor: atutor with dialogue in natural language. Behav Res Methods Instrum Comput 36:180-193
46. Graesser A, McNamara D, Louwerse M, Cai Z (2004b) Coh-Metrix: analysis of text on cohesion and language. Behav Res Methods Instrum Comput 36:193-202
47. Graesser A, Chipman P, Haynes B, Olney A (2005a) AutoTutor: an intelligent tutoring system with mixed-initiative dialogue. IEEE Trans Educ 48(4):612-618. doi:10.1109/TE.2005.856149
48. Graesser AC, Hu X, McNamara DS (2005b) Computerized learning environments that incorporate research in discourse psychology, cognitive science, and computational linguistics. In: Healy AF (ed) Experimental cognitive psychology and its applications: Fetschrift in honor of Lyle Bourne, Walter Kintsch, and Thomas Landauer. American Psychological Association, Washington, DC
49. Graesser A, McDaniel B, Chipman P, Witherspoon A, D’Mello S, Gholson B (2006) Detection of emotions during learning with AutoTutor. In: Sun R, Miyake N (eds) Proceedings of the 28th annual conference of the Cognitive Science Society. Cognitive Science Society, Austin, TX, pp 285-290
50. Graesser A, Chipman P, King B, McDaniel B, D’Mello S (2007a) Emotions and learning with AutoTutor. In: Luckin R, Koedinger K, Greer J (eds) Proceedings of the 13th international conference on artificial intelligence in education. Ios Press, Amsterdam, pp 569-571
51. Graesser A, Penumatsa P, Ventura M, Cai Z, Hu X (2007b) Using LSA in AutoTutor: learning through mixed-initiative dialogue in natural language. In: Landauer T, McNamara D, Dennis S, Kintsch W (eds) Handbook of latent semantic analysis. Erlbaum, Mahwah, NJ, pp 243-262
52. Graesser A, D’Mello S, Cade W (2009a) Instruction based on tutoring. In: Mayer RE, Alexander PA (eds) Handbook of research on learning and instruction. New York, Routledge, pp 408-426
53. Graesser AC, D’Mello S, Person N (2009b) Meta-knowledge in tutoring. In: Hacker DJ, Dunlosky J, Graesser AC (eds) Handbook of metacognition in education. Erlbaum, Mahwah, NJ, pp 361-412
54. Graesser AC, Conley MW, Olney AM (2012) Intelligent tutoring systems. In: Harris KR, Graham S, Urdan T (eds) The APA educational psychology handbook, vol 3. American Psychological Association, Washington, DC, pp 451-473
55. Gratch J, Rickel J, Andre E, Cassell J, Petajan E, Badler N (2002) Creating interactive virtual humans: some assembly required. IEEE Intell Syst 17(4):54-63
56. Hestenes D, Wells M, Swackhamer G (1992) Force concept inventory. Phys Teach 30:141-158
57. Hu X, Cai Z, Wiemer-Hastings P, Graesser A, McNamara D (2007) Strengths, limitations, and extensions of LSA. In: Landauer T, McNamara D, Dennis S, Kintsch W (eds) Handbook of latent semantic analysis. Lawrence Erlbaum Associates, Mahwah, NJ, pp 401-426
58. Hu X, Cai Z, Han L, Craig SD, Wang T, Graesser AC (2009) AutoTutor Lite. In: Dimitrova V, Mizoguchi R, du Boulay B, Graesser A (eds) Proceedings of the 14th international conference on artificial intelligence in education. Ios Press, Amsterdam, p 802
59. Jackson G, Graesser A (2006) Applications of human tutorial dialog in AutoTutor: an intelligent tutoring system. Revista Signos 39(60):31-48
60. Jackson GT, Graesser AC (2007) Content matters: an investigation of feedback categories within an ITS. In: Luckin R, Koedinger K, Green JJ (eds) Proceedings of the 13th international conference on artificial intelligence in education. los Press, Amsterdam, pp 127-134
61. Jackson GT, Dempsey KB, McNamara DS (2012) Game-based practice in reading strategy tutoring system: Showdown in iSTART-ME. In H. Reinders (ed) Computer games (pp 115-138). Bristol, UK: Multilingual Matters
62. Johnson W, Valente L (2008, July) Tactical language and culture training systems: using artificial intelligence to teach foreign languages and cultures. Paper presented at the Proceedings of the 20th national artificial intelligence conference, Menlo Park, CA
63. Johnson W, Rickel J, Lester J (2000) Animated pedagogical agents: face-to-face interaction in interactive learning environments. Int J Artif Intell Educ 11:47-78
64. Landauer T, McNamara D, Dennis S, Kintsch W (eds) (2007) Handbook of latent semantic analysis. Erlbaum, Mahwah, NJ
65. Larson RW, Richards MH (1991) Boredom in the middle school years—blaming schools versus blaming students. Am J Educ 99(4):418-443
66. Lepper M, Woolverton M (2002) The wisdom of practice: lessons learned from the study of highly effective tutors. In: Aronson J (ed) Improving academic achievement: impact of psychological factors on education. Academic, Orlando, FL, pp 135-158
67. Limttn M (2001) On the cognitive conflict as an instructional strategy for conceptual change: a critical appraisal. Learn Instruct 11(4-5):357-380. doi:10.1016/s0959-4752(00)00037-2
68. Litman D, Rose C, Forbes-Riley K, VanLehn K, Bhembe D, Silliman S (2006) Spoken versus typed human and computer dialogue tutoring. Int J Artif Intell Educ 16(2):145-170
69. McLaren BM, DeLeeuw KE, Mayer RE (2011) A politeness effect in learning with web-based intelligent tutors. Int J Human Comput Stud 69(1-2):70-79. doi:10.1016/j.ijhcs.2010.09.001
70. Millis K, Forsyth C, Butler H, Wallace P, Graesser A, Halpern D (2011) Operation ARIES! A serious game for teaching scientific inquiry. In: Ma M, Oikonomou A, Lakhmi J (eds) Serious games and edutainment applications. Springer, London, pp 169-196
71. Moreno R, Mayer R (2007) Interactive multimodal learning environments. Educ Psychol Rev 19(3):309-326. doi:10.1007/s10648-007-9047-2
72. Moshman D (1982) Exogenous, endogenous, and dialectical constructivism. Dev Rev 2(4):371-384
73. Mostow J, Aist G (2001) Evaluating tutors that listen: an overview of project LISTEN. In: Forbus K, Feltovich P (eds) Smart machines in education: the coming revolution in educational technology. MIT Press, Cambridge, MA, pp 169-234
74. Olney A, Louwerse M, Mathews E, Marineau J, Hite-Mitchell H, Graesser A (2003) Utterance classification in AutoTutor. Paper presented at the Proceedings of the human language technology conference of the North American chapter of the Association for Computational Linguistics, Edmonton, Canada.
75. Olney A, D’Mello A, Person N, Cade W, Hays P, Williams C, Lehman B, Graesser A (2012) Guru: a computer tutor that models expert human tutors. In: Cerri S, Clancey W, Papadourakis G, Panourgia K (eds) Proceedings of the 11th international conference on intelligent tutoring systems. Springer, Berlin, pp 256-261
76. Pekrun R, Stephens EJ (2012) Academic emotions. In: Harris K, Graham S, Urdan T, Graham S, Royer J, Zeidner M (eds) APA educational psychology handbook, Vol 2: individual differences and cultural and contextual factors. American Psychological Association, Washington, DC, pp 3-31
77. Pekrun R, Goetz T, Daniels L, Stupnisky RH, Perry R (2010) Boredom in achievement settings: exploring control-value antecedents and performance outcomes of a neglected emotion. J Educ Psychol 102(3):531-549. doi:10.1037/a0019243
78. Pennebaker J, Chung C, Ireland M, Gonzales A, Booth R (2007) The development and psychometric properties of LIWC2007. The University of Texas at Austin and the University of Auckland, New Zealand, Austin, TX
79. Person N, Graesser A (2002) Human or computer? AutoTutor in a Bystander Turing Test. In: Cerri S, Gouarderes G, Paraguacu F (eds) Proceedings of the 6th international conference on intelligent tutoring systems. Springer, Berlin, pp 821-830
80. Piaget J (1952) The origins of intelligence. International University Press, New York
81. Pon-Barry H, Clark B, Schultz K, Bratt EO, Peters S (2004) Advantages of spoken language interaction in dialogue-based intelligent tutoring systems. In: Lester J, Vicari R, Paraguacu F (eds) Proceedings of seventh international conference on intelligent tutoring systems. Springer, Berlin, pp 390-400
82. Psotka J, Massey D, Mutter S (1988) Intelligent tutoring systems: lessons learned. Lawrence Erlbaum Associates, Hillsdale, NJ
83. Rus V, Graesser A (2007) Lexico-syntactic subsumption for textual entailment. In: Nicolov N, Bontcheva K, Angelova G, Mitkov R (eds) Recent advances in natural-anguage processing IV: Selected papers from RANLP 2005. John Benjamins Publishing Company, Amsterdam, pp 187-196
84. Sacks H, Schegloff EA, Jefferson G (1974) A simplest systematics for the organization of turntaking for conversation. Language 50(4):696-735
85. Schultz K, Bratt E, Clark B, Peters S, Pon-Barry H, Treeratpituk P (2003) A scalable, reusable spoke conversational tutor: Scot. Paper presented at the Workshop on Tutorial Dialogue Systems: with a view toward the classroom. In conjunction with the 11th international conference on artificial intelligence in education, Sydney, Australia
86. Sleeman D, Brown J (eds) (1982) Intelligent tutoring systems. Academic, New York
87. VanLehn K (2006) The behavior of tutoring systems. Int J Artif Intell Educ 16(3):227-265
88. VanLehn K (2011) The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educ Psychol 46(4):197-221
89. VanLehn K, Jordan P, Rose C, Bhembe D, Bottner M, Gaydos A (2002) The architecture of Why2- Atlas: a coach for qualitative physics essay writing. In: Cerri SA, Gouarderes G, Paraguacu F (eds) Proceedings of the sixth international conference on intelligent tutoring system. Springer, Berlin, pp 158-167
90. VanLehn K, Siler S, Murray C, Yamauchi T, Baggett W (2003) Why do only some events cause learning during human tutoring? Cogn Instruct 21(3):209-249. doi:10.1207/S1532690XCI210^01
91. VanLehn K, Graesser A, Jackson G, Jordan P, Olney A, Rose CP (2007) When are tutorial dialogues more effective than reading? Cognit Sci 31(1):3-62
92. Vygotsky L (1978) Mind in society: the development of higher psychological processes. Harvard University Press, Cambridge, MA
93. Vygotsky L (1986) Thought and language. MIT Press, Cambridge, MA
94. Wang N, Johnson WL, Mayer RE, Rizzo P, Shaw E, Collins H (2008) The politeness effect: pedagogical agents and learning outcomes. Int J Human Comput Stud 66(2):98-112. doi:10.1016/j.ijhcs.2007.09.003
95. Ward W, Cole R, Bolaiios D, Buchenroth-Martin C, Svirsky E, Vuuren SV, Weston T, Zheng J, Becker L (2011) My science tutor: a conversational multimedia virtual tutor for elementary school science. ACM Trans Speech Lang Process 7(4):18
96. Woolf B (2009) Building intelligent interactive tutors. Morgan Kaufmann Publishers, Burlington, MA