Nigel Major, Shaaron Ainsworth
Although Intelligent Tutoring Systems (ITSs) have been shown to be effective in a number of domains, they are still rarely found outside the laboratory. We propose that to be truly effective, authoring environments for ITSs must be based on a psychologically plausible account of teaching. In this paper, we describe how the REDEEM tools exploit the existing psychological research to identify crucial instructional factors and effective default behavior. We argue that this will not only lead to improved ITSs, but also to better instructional theory.