There is a more fundamental reason for lack of progress in computer-based tutorial systems and this relates to the fundamental lack of intelligence on the part of the computer. It is easy to generate drill and practice exercises which test a students ability to produce response. It is quite another matter to provide useful advice if the response is wrong. The human teacher has a mental model of the student and can make a reasonable estimate of why a particular wrong answer has been produced. The longer the teacher has been in contact with that student the better he or she is able to offer constructive advice. The kind of system discussed above has no such model of the student on which to make decisions, nor does it have access to the large body of subject knowledge which is held by the human teacher. Its responses therefore must be stereotyped and unintelligent.
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