A Comparison of Three Learning Strategies in Intelligent Tutoring Systems

Claude Frasson & Esma Aimeur
Journal of Educational Computing Research, Vol 14 No 4, 1996, p. 371-383

New approaches in Intelligent Tutoring Systems imply a more active participation of the learner in the learning process. The motivation of the learner can be increased by interaction with a companion who strengthens the knowledge acquisition in a cooperation climate. In this article the authors introduce a new learning strategy called "learning by disturbing" intended to improve student self-confidence. They compare it to directive learning and peer learning, discussing the advantage and the inconvenience of each one. They present some experiments realized to show in which condition a strategy can be useful or not. They analyze and discuss results obtained.

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Howard J. Bender, Ph.D.
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The Education Process Improvement Center, Inc.
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