The use of pedagogic misrepresentation in tutorial dialogue

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.