Applications of psychology to computer‐based tutoring systems
Dan Milech, Kim Kirsner, Geoffrey G. Roy, Brook Waters · International Journal of Human-Computer Interaction · 1993
Recent theory and research in psychology suggests that computer‐managed tutoring systems should have two goals. One goal should be to impact knowledge, that is, the rules or algorithms that lead to optimal performance of the task in question. A second goal should be to teach novices to represent or use this knowledge in the way that an expert would, and this involves more than simply teaching rules. A brief review of selected tutoring systems shows that current systems have contrasting strengths and weaknesses. Intelligent tutoring systems are relatively good in imparting knowledge but poor at teaching appropriate knowledge representations, whereas simulation‐based tutoring systems that provide exploratory learning environments may be poor at imparting knowledge, but are likely to be good at teaching appropriate knowledge representations. We conclude with a very general description of a hybrid tutoring system that aims to accomplish bom goals.