ABSTRACT
One way to further the understanding of processes and outcomes of learning from instruction is to create environments that elicit and produce them (Glaser & Bassok, 1989). Theoretically, intelligent tutoring system (ITS) design could represent a solution to this approach because tutoring systems can simultaneously serve as instructional environments and test beds for theoretical principles. More recently, De Corte (1993) stated that the existing systems question whether they correspond to actual learning processes as now well established by researchers. I also question their compatibility with the outcomes and findings established by research in the field of cognitive development.
