本文主要講公共關係模型，儘管有明顯的創新，但很明顯，智能輔導系統的開發和實施是昂貴的。開發理想的教學系統是非常昂貴的(Wenger, 2014)。它需要許多主題專家的合作和投入。通過開發一種微妙的教學形式，為學生的概念化問題和開發的理想軟件，以滿足情況的要求。智能輔導系統商業化的最重要的限制是該系統的設計具有商業可行性(Woolf, 2010)。在某些情況下，智能輔導系統忽略了學習模塊的實際影響(Wenger, 2014)。本篇代寫論文 價格文章由英國論文通AssignmentPass輔導網整理，供大家參考閱讀。
In spite of the obvious innovation it is quite clear that the Intelligent Tutoring System is expensive to develop and implement. The development of the ideal teaching system is found to be very expensive (Wenger, 2014). It requires the cooperation and the input of many subject matter experts. By developing a nuanced form of teaching for the students the issues of conceptualization and the development of the ideal software that meets the requirements of the situation. The most important limitation of the commercialization of the intelligent tutoring system was the designing of the system that was commercially viable (Woolf, 2010). In some cases, the real impact of the learning modules is overlooked by the Intelligent Tutoring system (Wenger, 2014).
It is imperative to have a system in place where the students really gain from the teaching process. In many cases, the current system enables the students to only gain abroad understanding. This becomes a considerable impediment for the student to learn in the future. Unlike real teacher, the tutoring system does not ask the questions catered to the students (Wenger, 2014). The overlooking of this aspect in this teaching design could lead to issues. Intelligent teaching more often than not has been critiqued for being very “instructivist” and this decreases the motivation of the students (Woolf, 2010).
In the intelligent tutoring system, the need of developing the right evaluation system in place is significant. It is especially difficult for the teacher to gauge the impact of the learning tools on the students. In the current system there must be development of the technology that is catered towards all students and not just the privileged (Wenger, 2014). This creates a system where the students of the lower-economic backgrounds are overlooked. A lot more factors that need to be developed in order to frame a system that would benefit the students in the lower-economic group. In the current paradigm it does seem to overlook the students in the lower-economic background.