Analysis of tutorial interactions

摘要

In this article the analysis of different interactions between learner and teaching programs is presented and discussed. The analysis is done in terms of a conceptual framework describing primitive learner and system actions at three different levels: (a) a didactic level, (b) a communication level, and (c) a media level. We conclude that this framework may not only be helpful in evaluating the functionality of teaching programs, but also in designing such programs.