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This paper is a prospective report of an ongoing design project involving a computer-based tutoring system called Stat Lady (Shute & Gluck, 1994). Previous studies have shown considerable improvement on curriculum objectives as a result of interation with the tutor. The goal now is to try to improve on learning efficiency, defined as knowledge gain per unit of time. The question we will be asking in this study is: What can we peel away from the tutor to make it a more efficient teaching tool, without having a negative impact on curriculum learning? Additionally, as we remove pieces of the tutor, what effect (if any) will that have on the subjective enjoyment of the learning experience? The study in progress investigates these issues in a 2×2 factorial design varying the presence or absence of contextualized instruction and problem solving across the presence or absence of certain interface features that were an integral part of the original tutor.

Deconstructing a Computer-Based Tutor: Striving for Better Learning Efficiency in Stat Lady