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The Practical Use of Artificial Intelligence in Automated Tutoring: Current Status and Impediments to Progress

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Understanding Literacy and Cognition

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Abstract

The use of computer assisted instruction (CAI) has become increasingly common in educational settings ranging from preschool through college. Advances in artificial intelligence (AI), including improved capabilities for representation, organization, and application of knowledge, have simultaneously occurred. Intelligent CAI (ICAI), which addresses the problem of automating the teaching process, represents a relatively new and rapidly expanding area of artificial intelligence research. This paper focusses on the practicality of constructing knowledgeable and responsive intelligent computer assisted instruction by describing necessary components, useful techniques, and existing ICAI systems.

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Author information

Authors and Affiliations

  1. ARIES Laboratory (Advanced Research in Intelligent Educational Systems Lab), Computational Science Department, University of Saskatchewan, S7N 0W0, Saskatoon, Saskatchewan, Canada

    Gordon I. McCalla & Jim E. Greer

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  1. Gordon I. McCalla
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  2. Jim E. Greer
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Editors and Affiliations

  1. University of Saskatchewan, Saskatoon, Saskatchewan, Canada

    Che Kan Leong  & Bikkar S. Randhawa  & 

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© 1989 Plenum Press, New York

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McCalla, G.I., Greer, J.E. (1989). The Practical Use of Artificial Intelligence in Automated Tutoring: Current Status and Impediments to Progress. In: Leong, C.K., Randhawa, B.S. (eds) Understanding Literacy and Cognition. Springer, Boston, MA. https://doi.org/10.1007/978-1-4684-5748-3_7

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  • DOI: https://doi.org/10.1007/978-1-4684-5748-3_7

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4684-5750-6

  • Online ISBN: 978-1-4684-5748-3

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