The Nonverbal Syntax Framework: An Evidence-Based Tiered System for Inferring Learner States from Observable Behavioral Cues
Authors: Sherzod Turaev, Mary John, Jaloliddin Rustamov, Zahiriddin Rustamov, Saja Aldabet, Nazar Zaki, Khaled Shuaib
Organizations: Department of Computer Science & Software Engineering, College of Information Technology, United Arab Emirates University, Al Ain, Abu Dhabi, United Arab Emirates · Academic Support Department, Abu Dhabi Polytechnic, Abu Dhabi, United Arab Emirates · Department of Information Systems and Security, College of Information Technology, College of Information Technology, United Arab Emirates University, Al Ain, Abu Dhabi, United Arab Emirates
Understanding learners' cognitive and affective states underpins adaptive educational systems and effective teaching. Although research links nonverbal cues to internal states, no framework calibrates them to evidence. We present the Nonverbal Syntax Framework, drawn from a systematic review of 908 studies and 17,043 cue-state mappings (Turaev et al., 2026). The framework addresses three challenges: terminological fragmentation (behaviors described inconsistently), evidence heterogeneity (single observations to replicated findings), and state ambiguity (similar patterns indicating multiple states). Normalization consolidated 5,537 state labels into 2,010 canonical states (63.7%) and 11,521 cues into 6,434 normalized cues (44.2%) across nine behavioral channels. Dual-evidence assessment separately evaluates Component Evidence (coverage of cues and states) and Relationship Evidence (independent studies per cue-state link). 52% of "Very High" relationships rest on one paper, so separation enables calibrated rather than overconfident inference from preliminary findings. The framework's four levels comprise a Cue Vocabulary of 6,434 indicators classified as observable/instrumental; State Clusters linking 2,010 states to indicative cues; State Profiles with multimodal behavioral signatures and actionable specifications; and Discriminative Analysis distinguishing 1,215 confusable state pairs. We identify 480 actionable R1-R4 relationships (three or more independent papers), the replicated core of six decades of research, covering 35.5% of mappings across 47 key learning states and 111 distinct indicators. The remaining 91.5% (9,653 single-paper findings) form exploratory hypotheses for replication. The framework gives researchers an empirical foundation for identifying gaps, practitioners evidence-based tools for state inference, and technologists validated features for multimodal detection.
The linguistic notion of state has traditionally been restricted to the construct (annexation) state of Afroasiatic languages and treated as a language-specific morphosyntactic phenomenon. This article argues instead that the state is a systemic, context-dependent morphosyntactic mechanism that selects grammatical templates across synthetic languages. Within the Template-Based Modular Cognitive framework, taking Riffian as its primary empirical basis, the proposed theory provides a unified explanation for diverse nominal marking patterns traditionally analysed independently and is formalised as a symbolic computational model in which the state is represented by a set-valued function over grammatical templates. A learning algorithm based on finite-set operations acquires and predicts state-dependent grammatical configurations. Beyond nominal morphology, the framework has broader implications for theories of nominal structure and lexical cognition, in particular offering a unified analysis of determiner-noun structure. These results suggest that the state constitutes one instance of a broader class of syntactically conditioned dependencies that also includes agreement and grammatical case.
Large language models have allowed the rapid deployment of pedagogical annotations corresponding to constructs of interest, allowing a natural language interface for generating classifications on a conversational dataset. However due to the opaque nature of LLM reasoning, we have no verifiable, mechanistic insight into why a model chose a label for an utterance. We introduce the EduBehaviors framework, an interpretable, scalable approach to annotating educational data that uses LLMs to measure repeated observable behaviors relevant to many constructs of interest and then learns a classifier for the construct based on these observable behaviors. We evaluate the framework on the TalkMoves dataset, predicting the Teacher TalkMoves labels. Our best configuration results in a macro-F1 of 0.673 and 0.688 Cohen's kappa, proving competitive with direct prompting approaches. In addition, we release EduBehaviors Toolkit, two tools allowing researchers to operationalize the EduBehaviors framework in their own data.
Julian Bernado, Ana Trindade Ribeiro, Xander Beberman +1
Measuring conversational states such as cognitive load and conversational power from multimodal behavior requires characteristic features that are not only predictive but also reliable across task contexts. We present a three-dimensional evaluation framework assessing predictive accuracy, cross-task generalizability, and test-retest reliability, applied to interactional, acoustic, and linguistic features extracted from dyadic conversations during collaborative tasks performed over a video-conferencing platform (AVCAffe dataset; 53 dyads, 9 tasks). Our results show that no single feature family dominates all three dimensions. Linguistic features show the highest predictive accuracy for cognitive load but collapse under cross-task evaluation, revealing sensitivity to task-specific vocabulary. Additionally, acoustic reliability, often reported as evidence of feature stability, degrades once speaker identity is controlled, confirming that standard prosodic features measure vocal characteristics rather than conversational state. Interaction features provide the only genuinely reliable signal, unchanged after speaker normalization. Interestingly, classifying power role remained near chance baseline across all conditions, indicating limitations of task-level aggregated behavior for predicting power role in conversation. Our findings reveal three insights: (1) linguistic features predict best but generalize poorly across task contexts; (2) acoustic reliability collapses to near-zero once speaker identity is controlled, challenging standard evaluation practice; and (3) interaction features provide the only genuinely reliable signal, with floor dominance predicting within-dyad cognitive load asymmetry. These results argue for speaker normalization and multi-dimensional evaluation as prerequisites for context-aware, robust multimodal feature selection in conversational systems.