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Predicting Specificity in Classroom Discussion
High quality classroom discussion is important to student development, enhancing abilities to express claims, reason about other students' claims, and retain information for longer periods of time.
Annotating Student Talk in Text-based Classroom Discussions
Classroom discussions in English Language Arts have a positive effect on students' reading, writing and reasoning skills.
Argument Component Classification for Classroom Discussions
This paper focuses on argument component classification for transcribed spoken classroom discussions, with the goal of automatically classifying student utterances into claims, evidence, and warrants.
The Discussion Tracker Corpus of Collaborative Argumentation
Although Natural Language Processing (NLP) research on argument mining has advanced considerably in recent years, most studies draw on corpora of asynchronous and written texts, often produced by individuals.
Discussion Tracker: Supporting Teacher Learning about Students' Collaborative Argumentation in High School Classrooms
Teaching collaborative argumentation is an advanced skill that many K-12 teachers struggle to develop.
Contextual Argument Component Classification for Class Discussions
Argument mining systems often consider contextual information, i. e. information outside of an argumentative discourse unit, when trained to accomplish tasks such as argument component identification, classification, and relation extraction.
