Many excellent points given!
Still, as a new chess player, I like that the tacics force me to evaluate situations and improve my visualization ... well, i hope the problems are.
Then when I take the time and read my Predator at the Chess Board books, I have more a-ha moments. (not the 'take on me' ones, but the lightbulb ones ... see music of the '80s).
I'd like it if the tactics didn't push for quick solutions as I'm not ready for fast-paced games.
note: for this article, "tactics trainers" refers to chess.com's tactics trainer, chesstempo.com's tactics trainers, lichess.org's tactics trainer, and any other sites that use the same method for gathering and presenting problems
It looks like a controversial statement, and it may be. However, I honestly believe it is true on both ends. Here is what I mean.
First, on the side of the website. It takes a considerable amount of programming to create tactics sets on a site like chess.com or chesstempo.com. Even after you've extracted a lot of tactical positions from real chess games, you don't have a usable set. You also have to generate the exact solution. This is harder than it seems, programatically, mainly because it is not always clear how many moves the solution should be. A related problem (you'll see why) is the difficulty rating of the problem. This is almost impossible, programatically. These last two problems must be solved to have an effective tactical position to add to the collection, but for tens of thousands of problems, it is impractical to do by hand.
The website's solution is crowd-sourcing. Open the problems up to the eager aspiring tacticians and let them 1) suggest when the solution should actually be and 2) "compete against" the problem to set it's difficulty level. These sound like great solutions, and they work. Kind of. I actually think the first one is a great solution and have no problem with it.
However, for the second one, the difficulty level, I disagree that the solution is acceptable. The difficultly level of problems is extremely important to an aspiring tacticians study. A user wants (and should be able to!) to set a level of difficulty and then solve problems in that range, so it's important for the difficulty levels to be accurate. However, the system in place (#2, above) to assign difficulty levels to problems actually only succeeds in discovering how difficult the solution is to guess the first move of. No matter how tricky the tactic or combination, if the first move is an obvious check, the difficulty level will be set pretty low. With thousands of players coming across a problem, a very large number will be just guessing for one reason or another.
So, ok, there are some problems where the difficulty level is out-of-whack. Is that crippling? Ordinarily, I'd say no, but the truth is, one of the most effective ways to study tactics is to drill easy problems rapidly. Sadly, low rated problems (the ones you'd pick as 'easy' for that kind of drill) are the ones disproportionally affected by the bias mentioned above. What winds up happening is a) you get a lot of slightly to a lot more complex problems with low ratings because the first move was the most obvious check in the position and b) nearly every problem you solve winds up being 'just play the most obvious check in the position to solve.' This is NOT effective study.
This is also why tactics trainers are a lazy shortcut for the user. It is far from optimal. A much better way to train tactics is to train with hand-picked sets. This is why I always recommend tactics books over tactics trainers. Books are almost always arranged by difficulty and the problems are picked out by an author. The author, ideally, has sound pedagogical reasons for selecting the problems that he/she has selected, such as making a complete set of all tactical ideas and progressing from easy to see motifs to disguised/combined motifs.
Sure, random positions serves a purpose (such as not having a good idea of what motifs to look for more closely simulating game conditions), but that purpose is not always one that you should be looking to achieve. When learning tactics, you want to practice the idea first. Compare it to solving math problems. You should not have a lesson on one mathematical concept and then do random unrelated math problems that might or might not incorporate the idea you have learned and should be practicing. You practice and drill the idea you are working on. This type of control is what you are looking for. There will be times when you will want to use random problems, also, but I submit those times will almost always be less often than most people realize.
In my view, this is another example of the "chess industry" giving people what they think they want rather than what they need. There are excellent resources out there that are more suited to what most people need. Often they are in the form of books of tactics (which nowadays can often be found in pgn format for download, often by the author/publisher). Always have a plan for how you are going to learn a subject, don't be afraid to seek the advice of chess teachers who have a track record of improving players that are your age and strength (I could write another article entirely on whose opinions not to trust, but it's enough for now to just point out the ones you should trust).