Conclusion
Computer-assisted instruction in philosophy has been successful in both supplementary and primary teaching applications. The programs used in computer-assisted instruction in philosophy are sophisticated, have proved to be acceptable over a long term, and embody aspects of fundamental research and knowledge in philosophy. The computer-assisted instruction effort in college-level philosophy has not been, nor is it likely to be, dominated by the simpler test-and-branch methods made possible by courseware authoring systems. The efforts in philosophy described in this paper provide a sound basis for forming expectations of how computers will affect college teaching in the future.
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Ager, T.A. Computation in the philosophy curriculum. Comput Hum 18, 145–156 (1984). https://doi.org/10.1007/BF02267217
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DOI: https://doi.org/10.1007/BF02267217