ABSTRACT
This paper describes a prototype of a simulated physics student that learns by interacting with a human tutor. The system solves physics problems while showing its work on a work-station screen, and the tutor can intervene at certain points during problem-solving to advise the simulated student. This prototype constitutes an initial cognitive task analysis of the skill of learning from a tutor, which prescribes several tutoring practices that appear to be plausible for both human and computer tutors.
