M. Sharples, B. du Boulay, D. Teather, B.A. Teather, N. Jeffery, G.H. du Boulay
We present an approach to the design of computer-based learning and support systems that calls on findings from cognitive science and educational psychology to provide initial design guidelines. These can supplement task analyses and user requirement studies, but providing a rationale for the cognitive constraints and educational goals of the system. We describe the design and prototype implementation of a Tutor for medical images, based on guidelines from prototype category theory, the psychology of concept teaching, and statistical modelling of category membership. The guidelines could be applied more generally to the development of other computer-based tutors for visual concepts.
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