On improving conversational interfaces in educational systems

Abstract

Conversational Intelligent Tutoring Systems (CITS) have drawn increasing interest in education because of their capacity to tailor learning experiences, improve user engagement, and contribute to the effective transfer of knowledge. Conversational agents employ advanced natural language techniques to engage in a convincing human-like tutorial conversation. In solving math word problems, a significant challenge arises in enabling the system to understand user utterances and accurately map extracted entities to the essential problem quantities required for problem-solving, despite the inherent ambiguity of human natural language. In this study, we propose two possible approaches to enhance the performance of a particular CITS designed to teach learners to solve arithmetic–algebraic word problems. Firstly, we propose an ensemble approach to intent classification and entity extraction, which combines the predictions made by two distinct individual models that use constraints defined by human experts. This approach leverages the intertwined nature of the intents and entities to yield a comprehensive understanding of the user’s utterance, ultimately aiming to enhance semantic accuracy. Secondly, we introduce an adapted Term Frequency-Inverse Document Frequency technique to associate entities with problem quantity descriptions. The evaluation was conducted on the AWPS and MATH-HINTS datasets, containing conversational data and a collection of arithmetical and algebraic math problems, respectively. The results demonstrate that the proposed ensemble approach outperforms individual models, and the proposed method for entity–quantity matching surpasses the performance of typical text semantic embedding models.