K. de Koning and B. Bredeweg. 1998.
Qualitative Reasoning in Tutoring Interactions
Interactive Learning Environments,
pages 65-80, Volume 5, Number 1-2.
(PostScript) (PDF)
Abstract
In various research projects, qualitative models are claimed to be
beneficial for teaching systems. Thus far, little experimental research
has been undertaken to investigate the usefulness of these models in
actual teaching situations. In this paper, we present an experimental
study that examines to what extent existing qualitative reasoning
representations and techniques are sufficient for modelling the
interaction between a student an a teacher when discussing the
(qualitative) behaviour of physical devices. The main results are that
the knowledge representations as used in qualitative reasoning are
largely adequate, whereas the reasoning techniques need adaptation for
teaching.