The dialogue interaction between the characters is indelicate, politically incorrect and sometimes they want to strangle each other.
The only way to change these perceptions is to enhance dialogue, interaction and exchange between the two sides – not constrain it.
The importance of the dialogue interaction is suggested in comments such as the following, made by students in their essays.
We focus in this article on assessing students' prior knowledge in dialogue-based ITSs based on characteristics of the tutorial dialogue interaction between students and such systems.
The set of dialogue interaction features we employed can be classified into three major categories: time-on-task, generation, and pedagogy.
We are also interested in finding out the minimum tutorial dialogue interaction that would yield an accurate estimate of students' prior knowledge.
That is, each dialogue between the system and a student has a unique signature or dialogue interaction fingerprint which we exploit in our work here in order to infer students' prior knowledge.
In interactionist format, the mediations are presented through dialogue interaction which is based upon learner's needs while in interventionist format the mediations are prefabricated and for learner's failure one of them would be offered.
In particular, we investigate how well we can predict students' prior knowledge, as measured by a standard multiple-choice pre-test, based on characteristics of the tutorial dialogue interaction with the hope that if the predictions are close enough we can do without the pre-test in the future.
