ECAL: Bridging the gap between CAL and intelligent tutoring systems

Elsom-Cook, M.T.; O'Malley, C.E.

Abstract

In the traditional CAL system the author generates material to be presented by computer, and the computer simply follows the explicit instructions of the author in interacting with a student. Intelligent tutoring systems rely on abstracting the implicit knowledge of a CAL system into explicit separable representations. There is a large gap between these two approaches which ECAL attempts to bridge by incorporating simple versions of ideas from artificial intelligence as extensions to a traditional CAL tool. It can be regarded as an experiment in minimalism in intelligent tutoring but it is also a practical educational tool. This paper introduces some of the authoring issues raised by ECAL, followed by a general view of the architecture of the system, and a discussion of the educational model which is implicit in ECAL. The final sections discuss the ECAL presentation system and the authoring environment.

Citation

Elsom-Cook, M., & O'Malley, C. (1990). ECAL: Bridging the gap between CAL and intelligent tutoring systems. Computers & Education, 15(1-3), 69-81. https://doi.org/10.1016/0360-1315%2890%2990131-p

• Journal Article Type: Article
• Online Publication Date: Jul 18, 2002
• Publication Date: 1990
• Deposit Date: Aug 15, 2018
• Journal: Computers & Education
• Print ISSN: 0360-1315
• Electronic ISSN: 1873-782X
• Publisher: Elsevier
• Volume: 15
• Issue: 1-3
• Pages: 69-81
• DOI: https://doi.org/10.1016/0360-1315%2890%2990131-p
• Public URL: https://durham-repository.worktribe.com/output/1317374