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The repulsive component acts over a relatively short distance, r, from the object, but it has a relatively large magnitude when r gets small. The negative part of the curve that moves further away from the vertical axis represents the force of attraction. Here, the magnitude of the force is smaller but it acts over a much greater range of separation, r.

You can change the slope of the potential or force curve by adjusting the n and m parameters. This enables you to adjust the range over which repulsion or attraction dominates and affords some control over the point of transition. You can think of A and B as the strength of the attraction and repulsion forces, respectively, whereas the n and m represent the attenuation of these two force components.

The system should know how to ask the right questions and how to focus on the appropriate issues. In intelligent tutoring systems, two methods are usually used when interacting with students: the Socratic and the coaching methods. In the Socratic method, students are provided with questions that guide them through the process of debugging their misconceptions. In the debugging process, students are assumed to reason about what they know and do not know and thereby to modify their conceptions. The coaching method provides students with an environment in which to engage in activities such as computer games and simulations in order to learn related skills and general problem-solving skills. The coaching method is developed to identify diagnostic strategies required to infer a student’s misunderstanding from observed behaviors and to identify various explicit tutoring strategies for directing the tutor to say the right thing at the right time.