Abstract
This research considers techniques and strategies used to misrepresent knowledge for pedagogic purposes, and models pedagogic misrepresentation from a computational perspective. The idea of misrepresentation in education challenges assumptions about the sanctity of an intelligent tutoring system's domain representation, suggests that truth is subject to context, and provides implicit support for a measure of tutor control within the learning situation. Regardless of the philosophical issues raised, however, the techniques of misrepresentation show potential for increasing the abilities intelligent tutorial dialogue systems.
This research was completed while C. Gutwin was a graduate student at the University of Saskatchewan.
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© 1992 Springer-Verlag Berlin Heidelberg
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Gutwin, C., McCalla, G. (1992). The use of pedagogic misrepresentation in tutorial dialogue. In: Frasson, C., Gauthier, G., McCalla, G.I. (eds) Intelligent Tutoring Systems. ITS 1992. Lecture Notes in Computer Science, vol 608. Springer, Berlin, Heidelberg. https://doi.org/10.1007/3-540-55606-0_60
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DOI: https://doi.org/10.1007/3-540-55606-0_60
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