Representing knowledge in a Reflective Tutorial Dialogue System for Historical Text Comprehension

The Dialogue-based Reflective Learning System for Historical Text Comprehension consists of two parts: (1) the Diagnosis and (2) the Reflective Tutorial Dialogue. In this paper we present the knowledge representation in the dialogue generator module of the Reflective Tutorial Dialogue System (ReTuDiS), which is based on the Theory of Inquiry Teaching. The dialogue generator uses dialogue strategies, tactics and plans to generate the appropriate reflective learning dialogue for the learner according to his learner model. The dialogue generator is activated by the diagnostic results, plans the appropriate sequence of dialogue-parts using the dialogue-parts library and constructs the tutorial dialogue. Based on this prototype knowledge representation the system promotes learners’ reflection to accomplish the learning goals and helps learners to be aware of their reasoning and leads them towards a scientific thought. Moreover in this paper we present the comments of experts concerning the tutorial dialogue during an experiment. Key-words: knowledge representation, planning, dialogue processing, reasoning with actions and change