ABSTRACT
Research within the field of intelligent computer-assisted instruction (CAI) is focused mainly on domain-specific questions of content representation, student modeling, and didactic intervention by the program acting as a tutor. However, tutoring is interactive by nature. Its effect greatly depends on the coordination and fine tuning of communication between tutor and student. This process not only concerns the conceptual aspects of information exchange, but also involves knowledge about the communicative aspects of the specific problem-solving situation. Coordination of communication between student and system becomes even more crucial when their interactional roles are less asymmetrically defined and not as well divided as that of tutor and tutee. This is the case in educational systems, which are meant to adopt a more cooperative role toward the student, acting as a partner in dealing with a problem-solving task. In a cooperative situation, more symmetry, flexibility, and mixed initiative are required in the interaction between student and program. This can only be achieved by a mutually controlled process of coordination at a communicative level.
