Intelligent tutoring systems as a model for adaptive operational decision aids

Noting that the design of interactive computer systems requires the adoption, consciously or unconsciously, of a paradigm of human-computer interaction, the author argues that the development of self-adaptive interactive computer systems (SAICS) may be promoted by selecting an appropriate interaction paradigm that provides certain critical elements of the adaptation process. Certain features of a paradigm common to intelligent tutoring systems (ITSs), namely, active acquisition of performance information by the computer and goal-oriented dialogue, are discussed as advantageous to a variety of SAICS applications.<
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