Deriving Acquisition Principles from Tutoring Principles

This paper describes our analysis of the literature on tutorial dialogues and presents a compilation of useful principles that students and teachers typically follow in making tutoring interactions successful. The compilation is done in the context of making use of those principles in building knowledge acquisition interfaces since acquisition interfaces can be seen as students acquiring knowledge from the user. We plan to use these ideas in our future work to develop more proactive and e ective acquisition interfaces.