Instructional models in computer-based learning environments

Abstract

For over thirty years, there has been a vast research interest in computer-based learning environments. However, the last decade is characterized by rapid developments in the field. On the surface level, these changes largely pertain to the constitution of the research community, in which more and more cognitive scientists and Artificial Intelligence (AI) specialists are operating, and to the type of learning environments which are developed. The term Computer Assisted Instruction (CAI) quickly became old-fashioned and is replaced by the term ICAI, where the “I” denotes the assumed intelligence built in the learning environment; for example, its knowledge of the domain to be taught, its knowledge of the learner’s cognitive processes, its knowledge of instruction and communication, and — last but not least — its inference capabilities to use one or more of these knowledge bases in order to control the learning process. A whole new family of computer-based learning environments appeared under the label ICAI, including microworlds, Intelligent Tutoring Systems (ITS), (intelligent) hypermedia, adaptive help systems, and so further.