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are limited. Implementing the procedures for various pieces of knowledge requires much user's effort,
especially for non-symbolic (e.g., geometric or photometric) knowledge. Another future work is thus to
develop interfaces that can be used for teaching a variety of non-symbolic knowledge. Graphical user
interfaces (GUIs) (e.g., Saito and Suehiro 2002) or multi-modal interfaces (MMIs) (e.g., Iba, Paredis,
and Khosla 2002) are suitable for this purpose.
Acknowledgments
This research is supported in part by Grant-in-Aid for Scientific Research from Ministry of Eduction, Culture,
Sports, Science and Technology, the Kayamori Foundation of Informational Science Advancement, Nagoya, Japan,
and the Artificial Intelligence Research Promotion Foundation, Nagoya, Japan.

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