Attention is critical for learning, but difficult to sustain. Here, we investigated the possibility of integrating a short mindfulness exercise into an ITS to reduce mind wandering (MW)—an attentional shift from task-relevant to task-irrelevant thoughts—and improve learning. Participants were randomly assigned to engage with a 5-min auditory mindfulness exercise (experimental group), a relaxation exercise (active control group), or nothing (control group) before completing a 20-min (SD = 5.77) learning session from GuruTutor, a conversational biology ITS. Participants self-reported MW in response to pseudo-random thought probes during learning and completed pre- and posttest assessments that measured learning. On average, participants reported MW on 25% (SD = 20%) of probes, but there was no evidence that MW rates or learning varied across conditions. Our findings suggest that integrating this mindfulness exercise did not improve attention or learning within the ITS.
|Original language||English (US)|
|Title of host publication||Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings|
|Editors||Rose Luckin, Kaska Porayska-Pomsta, Benedict du Boulay, Manolis Mavrikis, Carolyn Penstein Rosé, Bruce McLaren, Roberto Martinez-Maldonado, H. Ulrich Hoppe|
|Number of pages||6|
|State||Published - 2018|
|Event||19th International Conference on Artificial Intelligence in Education, AIED 2018 - London, United Kingdom|
Duration: Jun 27 2018 → Jun 30 2018
|Name||Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)|
|Conference||19th International Conference on Artificial Intelligence in Education, AIED 2018|
|Period||6/27/18 → 6/30/18|
Bibliographical noteFunding Information:
Acknowledgments. This research was supported by the National Science Foundation (NSF) (DRL 1235958 and IIS 1523091). Any opinions, findings and conclusions, or recommendations expressed in this paper are those of the authors and do not necessarily reflect the views of the NSF.
© Springer International Publishing AG, part of Springer Nature 2018.
- Intelligent tutoring systems
- Mind wandering