|Basic Concepts mode presenting textual/graphical explanations and solved examples. The same material is also available through the Help button in the interactive learning mode.|
|The learners can solve tasks on their own by consulting a tutorial component (coaching). The ITTs offer qualitatively better coaching through interactive guidance and dynamic feedback while a student is attempting to solve a problem.|
|The tutoring activity of the system is gradually reduced with the learner's improving performances and problem solving (fading). The ITTs provide help 'by exception' and the tutoring activity is triggered by an incorrect attempt. Improved performance will automatically see less tutoring intervention.|
Though the ITTs can provide unlimited randomly generated problems, it was observed in the implementation of early prototypes that the sole use of problems generated by the system was problematic. The static interface allowed students with better graphic memory to map the interface objects by position rather than their underlying concepts - encouraging syntactic learning rather than conceptual learning. This observation led to the concern for ensuring better generalisation and far transfer of knowledge resulting into some additional functionality in the ITTs as well as the recommended framework for their implementation as given in Fig. 1.