Analysis of turn-taking in tutoring dialogues can be helpful to understand the procedure of tutoring and also the influence with regard to demographics between students and the tutor. In this research, we analyze turn-taking behavior between students in a human-human spoken tutoring system. Our approach is to learn turn-taking models using dialog activity state sequences and then we measure the association of these models with students' demographic features (gender and education). The experimental results show that female students speak simultaneously longer with the tutor than male students, female activities are less than male activities and also the tutor speaks longer with students who have lower pre-test score.
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