Editing Cognitive tutor (section)

===Curriculum===

At this time, creating a Cognitive Tutor for all subject areas is not practical or economical.  Cognitive Tutor has been used successfully but is still limited to tutoring algebra, computer programming and geometry because these subject areas have an optimal balance of production rules, complexity and maximum benefit to the learner.<ref name="Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995)">{{cite journal|author=Anderson, J. R.|author2=Corbett, A. T.|author3=Koedinger, K. R.|author4=Pelletier, R.|name-list-style=amp|year=1995|title=Cognitive tutor: Lesson learned|journal=The Journal of the Learning Sciences|volume=4|issue=2|pages=167–207|url=http://www.learnlab.org/opportunities/summer/readings/AndersonEtAlJrnlLearningSci95.pdf|doi=10.1207/s15327809jls0402_2}}</ref><ref name="Scandura, 2012">{{cite journal|author=Scandura, J. M.|year=2012|title=The role of automation in instruction: Recent advances in authorIT and TutorIT solve fundamental problems in developing intelligent tutoring systems|journal=Technology, Instruction, Cognition and Learning|volume=9|pages=3–8|url=http://tutorit.org/Articles/194-TheRoleofAutomationinInstruction-p00-00-Sc.pdf}}</ref>

The focus of Cognitive Tutor development has been the design of the software to teach specific production rules and not on the development of curricular content.  Despite many years of trials, improvements, and a potential to advance learning objectives, the creators continue to rely primarily on outside sources for curricular direction.<ref name="Anderson, J. R., Corbett, A. T., Koedinger, K. R., & Pelletier, R. (1995)"/>