Abstract
This study investigates the relationships between student entrainment to a tutoring dialogue system and learning. By finding the features of prosodic entrainment which correlate with learning, we hope to inform educational dialogue systems aiming to leverage entrainment. We propose a novel method to measure prosodic entrainment and find specific features which correlate with user learning. We also find differences in user entrainment with respect to tutor voice and user gender.
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Thomason, J., Nguyen, H.V., Litman, D. (2013). Prosodic Entrainment and Tutoring Dialogue Success. In: Lane, H.C., Yacef, K., Mostow, J., Pavlik, P. (eds) Artificial Intelligence in Education. AIED 2013. Lecture Notes in Computer Science(), vol 7926. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-39112-5_104
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DOI: https://doi.org/10.1007/978-3-642-39112-5_104
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-39111-8
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