Mark L. Dyson
Blackboard architectures for Intelligent Tutoring Systems (ITSs) tend to focus on control structures for selecting knowledge sources. Current research has begun to explore the psychology of how knowledge should be presented, rather than simply on the mechanics of what knowledge to present. Specifically, experiments have shown than presenting the same knowledge using different formats can produce quantifiable differences in the effectiveness of an ITS session. This paper introduces a variation on a "standard" ITS blackboard, emphasizing presentation method as well as content selection.