Conati, C. & VanLehn, K. (1995). A student modeling technique for problem solving in domains with large solution spaces. In J. Greer (Ed.), Artificial Intelligence in Education, 573. Charlottesville, VA: Association for the Advancement of Computing in Education.

In order for a coached practice environment to give effective advice, it must at minimum determine whether a student's actions lead eventually to a correct solution. Some model tracing tutors, for instance, give immediate feedback whenever the student's action does not lie along a known solution path. Even if the coach does not give immediate feedback, it needs to determine what path the student is on before it decides what it should do in response to the student's action[1].

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