“Mind” TS: Testing a brief mindfulness intervention with an intelligent tutoring system

Kristina Krasich; Stephen Hutt; Caitlin Mills; Catherine A. Spann; James R. Brockmole; Sidney K. D’Mello

doi:10.1007/978-3-319-93846-2_32

“Mind” TS: Testing a brief mindfulness intervention with an intelligent tutoring system

Kristina Krasich
, Stephen Hutt
, Caitlin Mills
, Catherine A. Spann
, James R. Brockmole
, Sidney K. D’Mello

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

5 Scopus citations

Abstract

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
Publisher	Springer Verlag
Pages	176-181
Number of pages	6
ISBN (Print)	9783319938455
DOIs	https://doi.org/10.1007/978-3-319-93846-2_32
State	Published - 2018
Externally published	Yes
Event	19th International Conference on Artificial Intelligence in Education, AIED 2018 - London, United Kingdom Duration: Jun 27 2018 → Jun 30 2018

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	10948 LNAI
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	19th International Conference on Artificial Intelligence in Education, AIED 2018
Country/Territory	United Kingdom
City	London
Period	6/27/18 → 6/30/18

Bibliographical note

Publisher Copyright:
© Springer International Publishing AG, part of Springer Nature 2018.

Keywords

Intelligent tutoring systems
Learning
Mind wandering
Mindfulness

Publisher link

10.1007/978-3-319-93846-2_32

Find It

Find It at U of M Libraries

Cite this

Krasich, K., Hutt, S., Mills, C., Spann, C. A., Brockmole, J. R., & D’Mello, S. K. (2018). “Mind” TS: Testing a brief mindfulness intervention with an intelligent tutoring system. In R. Luckin, K. Porayska-Pomsta, B. du Boulay, M. Mavrikis, C. Penstein Rosé, B. McLaren, R. Martinez-Maldonado, & H. U. Hoppe (Eds.), Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings (pp. 176-181). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10948 LNAI). Springer Verlag. https://doi.org/10.1007/978-3-319-93846-2_32

“Mind” TS: Testing a brief mindfulness intervention with an intelligent tutoring system. / Krasich, Kristina; Hutt, Stephen ; Mills, Caitlin et al.
Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. ed. / Rose Luckin; Kaska Porayska-Pomsta; Benedict du Boulay; Manolis Mavrikis; Carolyn Penstein Rosé; Bruce McLaren; Roberto Martinez-Maldonado; H. Ulrich Hoppe. Springer Verlag, 2018. p. 176-181 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 10948 LNAI).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution

Krasich, K, Hutt, S , Mills, C, Spann, CA, Brockmole, JR & D’Mello, SK 2018, “Mind” TS: Testing a brief mindfulness intervention with an intelligent tutoring system. in R Luckin, K Porayska-Pomsta, B du Boulay, M Mavrikis, C Penstein Rosé, B McLaren, R Martinez-Maldonado & HU Hoppe (eds), Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 10948 LNAI, Springer Verlag, pp. 176-181, 19th International Conference on Artificial Intelligence in Education, AIED 2018, London, United Kingdom, 6/27/18. https://doi.org/10.1007/978-3-319-93846-2_32

Krasich K, Hutt S , Mills C, Spann CA, Brockmole JR, D’Mello SK. “Mind” TS: Testing a brief mindfulness intervention with an intelligent tutoring system. In Luckin R, Porayska-Pomsta K, du Boulay B, Mavrikis M, Penstein Rosé C, McLaren B, Martinez-Maldonado R, Hoppe HU, editors, Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. Springer Verlag. 2018. p. 176-181. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-319-93846-2_32

Krasich, Kristina ; Hutt, Stephen ; Mills, Caitlin et al. / “Mind” TS : Testing a brief mindfulness intervention with an intelligent tutoring system. Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings. editor / Rose Luckin ; Kaska Porayska-Pomsta ; Benedict du Boulay ; Manolis Mavrikis ; Carolyn Penstein Rosé ; Bruce McLaren ; Roberto Martinez-Maldonado ; H. Ulrich Hoppe. Springer Verlag, 2018. pp. 176-181 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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abstract = "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.",

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AB - 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.

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“Mind” TS: Testing a brief mindfulness intervention with an intelligent tutoring system

Abstract

Publication series

Conference

Bibliographical note

Keywords

Publisher link

Find It

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