2018/05/29 by Maria Blancas-Muñoz, Vasiliki Vouloutsi, Blancas-Muñoz, Maria +7
Computer Science · Psychology · #AI in Service Interactions #FOS: Computer and information sciences #Human-Computer Interaction (cs.HC) #Intelligent Tutoring Systems and Adaptive Learning #Multimodal Machine Learning Applications #Social Robot Interaction and HRI #cs.HC
paper · pdf · doi:10.48550/arxiv.1806.07806
Presented at Interaction Design and Children (IDC-CRI2018) Workshop (arXiv:submit/2277826)
arxiv created 2018/05/29 · openalex publication_date 2018/05/29 · arxiv updated 2018/06/21 · openalex created_date 2022/10/01 · openalex updated_date 2026/07/28
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.