Generating explanations in a simulation-based learning environment

In formative pilot studies medical students interacting with a simulation-based learning environment were found to require additional support. In particular, students wanted both the interactive qualities of the human tutor's feedback and, access to more expository reference material. To improve the support provided, an explanation-generating component was added to the simulation. This employed rhetorical schemata capable of dynamic specialization to meet multiple communicative goals within a single response. Moreover, responses contained Hyper-media links to pre-stored reference material, allowing the student to follow-up generated explanations with self-directed browsing. The mechanisms for producing help explanation, through rhetorical predicates, are described. An underlying knowledge-base formalism was adopted which permitted the expression of domain concepts in cohered text form, and enabled the generation of textual descriptions of animated-graph simulation output. Using this prototype as a platform, current work is aimed at supporting knowledge negotiation between computer-based system and student, in order to further the development of students' diagnostic reasoning skills.