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A Workbench for Discovering Task Specific Theories of Learning

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New Directions in Educational Technology

Part of the book series: NATO ASI Series ((NATO ASI F,volume 96))

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Abstract

This chapter examines why learning theories expressed as artificial intelligence programs have not had much direct effect on education and training. It suggests a new research direction.

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Author information

Authors and Affiliations

  1. Department of Psychology, Carnegie-Mellon University, Pittsburgh, PA, 15217, USA

    Kurt VanLehn

  2. Department of Computer Science, Carnegie-Mellon University, Pittsburgh, PA, 15217, USA

    Kurt VanLehn

Authors
  1. Kurt VanLehn
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Editor information

Editors and Affiliations

  1. Institute of Educational Technology, The Open University, Walton Hall, MK7 6AA, Milton Keynes, UK

    Eileen Scanlon  & Tim O’Shea  & 

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© 1992 Springer-Verlag Berlin Heidelberg

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VanLehn, K. (1992). A Workbench for Discovering Task Specific Theories of Learning. In: Scanlon, E., O’Shea, T. (eds) New Directions in Educational Technology. NATO ASI Series, vol 96. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-77750-9_3

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  • DOI: https://doi.org/10.1007/978-3-642-77750-9_3

  • Publisher Name: Springer, Berlin, Heidelberg

  • Print ISBN: 978-3-642-77752-3

  • Online ISBN: 978-3-642-77750-9

  • eBook Packages: Springer Book Archive

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