In this paper, we describe and discuss an information and communication technology (ICT)-based intervention designed to improve secondary school students' "revision" (in contrast to "learning") of physics concepts. We show that students' engagement in joint activities via our ICT-based intervention can provide them (and their teachers) with insights into their knowledge base and thought processes, thereby aiding a remedial process we call prescriptive tutoring. Utilising a design-based research methodology, our intervention is currently being implemented and evaluated in a public secondary school in Singapore. Statistical analysis of pre- and post-intervention test scores from the first iteration of our design experiment show that students in the experimental group significantly out-performed students in both the control and alternate intervention groups. In addition, qualitative data obtained from the students from a focus group session, individual interviews and responses to our survey questions reveal that they became more comfortable with the intervention only after they appreciated how the intervention was designed to help them. (Contains 10 tables and 5 figures.)