Los modelos de diálogo y sus aplicaciones en sistemas de diálogo hombre-máquina: revisión de la literatura

Un proceso de diálogo entre humanos involucra una serie de actos del habla, cuya finalidad es transmitir los deseos, intenciones y creencias entre las partes involucradas en el mismo. El reconocimiento y clasificación de los actos del habla, la construcción de modelos basados en estos actos del habla y la evaluación de los modelos construidos, es el objetivo de los modelos de diálogo. Además, estos modelos, incorporados en un sistema informático, permiten la interacción hombre-máquina usando el habla para la solución de diversos problemas cotidianos como: comprar un tiquete de tren, reservar un vuelo, etc. En este artículo se recogen las diferentes técnicas para la construcción de modelos de diálogo y algunos de los diversos sistemas informáticos que surgieron a partir de ellos, con el fin de determinar la aplicabilidad de los modelos de diálogo en el proceso de captura de requisitos durante la fase de definición del ciclo de vida de una aplicación de software

Students´ language in computer-assisted tutoring of mathematical proofs

Truth and proof are central to mathematics. Proving (or disproving) seemingly simple statements often turns out to be one of the hardest mathematical tasks. Yet, doing proofs is rarely taught in the classroom. Studies on cognitive difficulties in learning to do proofs have shown that pupils and students not only often do not understand or cannot apply basic formal reasoning techniques and do not know how to use formal mathematical language, but, at a far more fundamental level, they also do not understand what it means to prove a statement or even do not see the purpose of proof at all. Since insight into the importance of proof and doing proofs as such cannot be learnt other than by practice, learning support through individualised tutoring is in demand. This volume presents a part of an interdisciplinary project, set at the intersection of pedagogical science, artificial intelligence, and (computational) linguistics, which investigated issues involved in provisioning computer-based tutoring of mathematical proofs through dialogue in natural language. The ultimate goal in this context, addressing the above-mentioned need for learning support, is to build intelligent automated tutoring systems for mathematical proofs. The research presented here has been focused on the language that students use while interacting with such a system: its linguistic propeties and computational modelling. Contribution is made at three levels: first, an analysis of language phenomena found in students´ input to a (simulated) proof tutoring system is conducted and the variety of students´ verbalisations is quantitatively assessed, second, a general computational processing strategy for informal mathematical language and methods of modelling prominent language phenomena are proposed, and third, the prospects for natural language as an input modality for proof tutoring systems is evaluated based on collected corpora