Abstract: Salles et al., 1997
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Publication details
Paulo Salles, Bert Bredeweg and Radboud Winkels. 1997.
Deriving Explanations from Qualitative Models.
(In) B. du Bouley and R. Mizoguchi (editors),
Artificial Intelligence in Education:
Knowledge and Media in Learning Systems,
pages 474-481. IOS-Press, Ohmsha.
(PDF)
Also published in proceedings of the Dutch AI conference,
NVKI'97, pages 181-190, 1997.
Abstract
Qualitative computer simulations have great potential for teaching
people to understand and interact with their physical environment.
Prerequisite for using that potential, is that these simulations can be
explained to humans in ways that they comprehend. Preferably, these
explanations should be generated on the basis of the qualitative models
that underly the simulations, to avoid having to handcraft the
explanations for every new domain. The research that we describe in
this paper deals with exactly that problem. It combines two lines of
earlier research: representing qualitative models, GARP
(Bredeweg, 1992), and didactic discourse planning, DDP
(Winkels, 1992). All qualitative models represented in GARP can be
questioned by students, using an as yet limited set of questions, that
will be answered by a generic didactic discourse planner. The overall
interaction between students and systems is guided by a `mental tour'
through the successive states of the simulation (the `envisionment
graph'). At each state several questions can be asked. These questions
are linked to `information needs', the topics of discourse. On the
basis of these topics, the discourse planner will plan sequences of
utterances, taking into account such things as the students beliefs, and
the state of the discourse process.
Last modified on May 4th, 2001
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