The kind of help a student receives during a task has been shown to play a significant role in their learning process. We designed an interaction scenario with a robotic tutor, in real-life settings based on an inquiry-based learning task. We aim to explore how learners' performance is affected by the various strategies of a robotic tutor. We explored two kinds of(presumable) help: hints (which were specific to the level or general to the task) or distractions (information not relevant to the task: either a joke or a curious fact). Our results suggest providing hints to the learner and distracting them with curious facts as more effective than distracting them with humour.
@article{arxiv.1806.07806,
title = {Hints vs Distractions in Intelligent Tutoring Systems: Looking for the proper type of help},
author = {Maria Blancas-Muñoz and Vasiliki Vouloutsi and Riccardo Zucca and Anna Mura and Paul F. M. J. Verschure},
journal= {arXiv preprint arXiv:1806.07806},
year = {2018}
}
Comments
Presented at Interaction Design and Children (IDC-CRI2018) Workshop (arXiv:submit/2277826)