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Development principles for intelligent tutoring systems: Integrating cognitive theory into the development of computer-based instruction

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Abstract

This article describes a basic development model for an intelligent tutoring system (ITS): the interface, the student model, the expert model, and the pedagogical model. Because ITSs are a byproduct of research in cognitive science, we use this model to illustrate the possibilities for more extensive integration of cognitive learning theories into computer-based instruction (CBI). Two examples of CBI designed from this perspective are included to illustrate the possibilities of the model and to suggest that the dichotomy between CBI and ITSs need not be perpetuated.

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Authors and Affiliations

  1. the Department of Instructional Technology, The University of Georgia in Athens, USA

    Michael A. Orey

  2. the Department of Educational Leadership, Southern Illinois University at Edwardsville, USA

    Wayne A. Nelson

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  1. Michael A. Orey
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  2. Wayne A. Nelson
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Orey, M.A., Nelson, W.A. Development principles for intelligent tutoring systems: Integrating cognitive theory into the development of computer-based instruction. ETR&D 41, 59–72 (1993). https://doi.org/10.1007/BF02297092

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