Abstract
The issues and previous research in intelligent computer-aided instruction (ICAI) are surveyed, concentrating on the contribution of each effort to understanding the various components of ICAI systems. Comparisons are made between ICAI and CAI. Various learning scenarios are discussed including computer coaches, gaming environments, mixed initiative dialog, Socratic tutors, articulate experts, interactive simulation, and discovery learning. Various forms of knowledge representation are discussed along with relevant issues and examples. Several techniques for student modeling and diagnosis are presented, as are their respective advantages and disadvantages. Pedagogical knowledge, its role in ICAI and several examples are highlighted. The evolution of discourse-management techniques for ICAI is outlined. Techniques for the automatic generation of problems from a general base of domain knowledge are presented. The design of user interfaces for ICAI systems is briefly discussed.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">></ETX>
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