This paper addresses the question of how to qualify a knowledge building dialogue in web-based collaborative learning. It investigates the idea of qualifying the dialogue through grading requirements and through providing students with meta-awareness around their dialogue. We investigate and analyze the changes in quality of student interaction in three different deliveries of the course that e...

We present an analysis of student language input in a corpus of tutoring dialogue in the domain of symbolic differentiation. Our focus on procedural tutoring makes the dialogue comparable to collaborative problem-solving (CPS). Existing CPS models describe the process of negotiating plans and goals, which also fits procedural tutoring. However, we provide a classification of student utterances ...

This paper discusses cooperative and collaborative behaviour in Natural Command Language Dialogues (NCLDs). We first introduce Natural Command Language Dialogues and then briefly compare them with other types of dialogue. Cooperation and collaboration in NCLDs is then analyzed. Finally, a typology of conflicts in NCLDs is proposed, for which a solution has been implemented in two spoken dialogu...

This paper reports an investigation of the turn-taking functions of drawings in graphical communication. Based on the examination of dialogue data collected that involve collaborative drawing interactions, as well as spoken dialogue interactions, in a joint problem solving task, we found that ‘drawing turns,’ in which the drawer presents a piece of information to her partner through drawing, ha...

We have developed and demonstrated an experimental authoring and run-time tool, called Disco for Games, that supports the creation of games in which dialogue and action are integrated without the need for changing modes. This tool is based on collaborative discourse theory and hierarchical task networks, in which utterances are treated as actions, and has a number of additional benefits includi...

The work in this paper is based on the claim that collaborative dialogue involves taking into account how much information an utterance conveys, in the sense that it thereby shows how it is connected to the linguistic and extra-linguistic context shared by speaker and hearer, by system and human user. I introduce a notion of information enrichment to handle this phenomenon, and discuss informat...

In human-machine dialogue systems, indirect and composite speech acts have to be treated in a proper way. First because they appears frequently in human-human dialogue, and then constitute an important aspect of spontaneous communication. Second because they are linked to collaborative aspects. We describe some complex speech acts phenomena and some methods for a system to treat them, with the ...

The natural language spoken dialogue system AGORA has been developed using a Collaborative Dialogue model with Mixed Initiative and Computational Linguistic models and experiences. Thanks to these technologies, the system is highly flexible and it doesn’t need keywords or directed menus. In this demo you will see the multilingual ability and the proacti-vity possibilities of the system. You wil...

We report results on how the collaborative process of referring in task-oriented dialogue is affected by the restrictive interactivity of a turn-taking policy commonly used in dialogue systems, namely push-to-talk. Our findings show that the restriction did not have a negative effect. Instead, the stricter control imposed at the interaction level favoured longer, more effective referring expres...

Intelligent tutoring systems have been successful at increasing student mathematics learning, but may be further improved with the addition of collaborative activities. We have extended the Cognitive Tutor Algebra, a successful intelligent tutoring system for individual learning, with a reciprocal peer tutoring activity designed to increase conceptual learning. While using our peer tutoring env...