Designing spoken tutorial dialogue with children to elicit predictable but educationally valuable responses.

How to construct spoken dialogue interactions with children that are educationally effective and technically feasible? To address this challenge, we propose a design principle that constructs short dialogues in which (a) the user’s utterance are the external evidence of task performance or learning in the domain, and (b) the target utterances can be expressed as a well-defined set, in some cases even as a finite language (up to a small set of variables which may change from exercise to exercise.) The key approach is to teach the human learner a parameterized process that maps input to response. We describe how the discovery of this design principle came out of analyzing the processes of automated tutoring for reading and pronunciation and designing dialogues to address vocabulary and comprehension, show how it also accurately describes the design of several other language tutoring interactions, and discuss how it could extend to non-language tutoring tasks.