Measuring the Effects of Backchanneling in Computerized Oral Reading Tutoring

Gregory Aist and Jack Mostow
Proceedings of the ESCA Workshop on Prosody and Dialog, September, 1999.


Download
  • Adobe portable document format (pdf) (75KB)
Copyright notice: This material is presented to ensure timely dissemination of scholarly and technical work. Copyright and all rights therein are retained by authors or by other copyright holders. All persons copying this information are expected to adhere to the terms and constraints invoked by each author's copyright. These works may not be reposted without the explicit permission of the copyright holder.

Abstract
What is the effect of backchanneling on human-computer dialog, and how should such effects be measured? We present experiments designed to evaluate the immediate effects of backchanneling on computer-assisted oral reading tutoring. These experiments are implemented in a reading tutor that listens to children read aloud, and helps them learn to read. As a byproduct of designing, conducting, and evaluating these experiments, we are able to describe some unique methodological challenges in evaluating the effects of low-level turn taking dialog behavior.

Notes
Associated Lab(s) / Group(s): Project LISTEN
Associated Project(s): Project LISTEN\'s Reading Tutor

Text Reference
Gregory Aist and Jack Mostow, "Measuring the Effects of Backchanneling in Computerized Oral Reading Tutoring," Proceedings of the ESCA Workshop on Prosody and Dialog, September, 1999.

BibTeX Reference
@inproceedings{Aist_1999_3681,
   author = "Gregory Aist and Jack Mostow",
   title = "Measuring the Effects of Backchanneling in Computerized Oral Reading Tutoring",
   booktitle = "Proceedings of the ESCA Workshop on Prosody and Dialog",
   month = "September",
   year = "1999",
}