Dialogue in learning: Implications for the design of computer-based educational systems

This paper surveys the literature on the role of dialogue in learning, with an emphasis on implications for the design of computer-based educational systems. In order to structure the survey we will look at dialogue by viewing it as potentially belonging to one of three levels: (i) rote-learning, question and answer, (ii) adaptive dialogue, which mediates between learner and resource and (iii) responsive dialogue, i.e. dialogue about the aim and structure of the educational experience.