Reducing mind-wandering during vicarious learning from an intelligent tutoring system

Caitlin Mills; Nigel Bosch; Kristina Krasich; Sidney K. D’Mello

doi:10.1007/978-3-030-23204-7_25

Reducing mind-wandering during vicarious learning from an intelligent tutoring system

Caitlin Mills, Nigel Bosch, Kristina Krasich, Sidney K. D’Mello

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

7 Scopus citations

Abstract

Mind-wandering is a ubiquitous phenomenon that is negatively related to learning. The purpose of the current study is to examine mind-wandering during vicarious learning, where participants observed another student engage in a learning session with an intelligent tutoring system (ITS). Participants (N = 118) watched a prerecorded learning session with GuruTutor, a dialogue-based ITS for biology. The response accuracy of the student interacting with the tutor (i.e., the firsthand student) was manipulated across three conditions: Correct (100% accurate responses), Incorrect (0% accurate), and Mixed (50% accurate). Results indicated that Firsthand Student Expertise influenced the frequency of mind-wandering in the participants who engaged vicariously (secondhand students), such that viewing a moderately-skilled firsthand learner (Mixed correctness) reduced the rate of mind-wandering (M = 25.4%) compared to the Correct (M = 33.9%) and Incorrect conditions (M = 35.6%). Firsthand Student Expertise did not impact learning, and we also found no evidence of an indirect effect of Firsthand Student Expertise on learning through mind-wandering (Firsthand Student Expertise → Mind-wandering → Learning). Our findings provide evidence that mind-wandering is a frequent experience during online vicarious learning and offer initial suggestions for the design of vicarious learning experiences that aim to maintain learners’ attentional focus.

Original language	English (US)
Title of host publication	Artificial Intelligence in Education - 20th International Conference, AIED 2019, Proceedings
Editors	Seiji Isotani, Eva Millán, Amy Ogan, Bruce McLaren, Peter Hastings, Rose Luckin
Publisher	Springer Verlag
Pages	296-307
Number of pages	12
ISBN (Print)	9783030232030
DOIs	https://doi.org/10.1007/978-3-030-23204-7_25
State	Published - 2019
Externally published	Yes
Event	20th International Conference on Artificial Intelligence in Education, AIED 2019 - Chicago, United States Duration: Jun 25 2019 → Jun 29 2019

Publication series

Name	Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume	11625 LNAI
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	20th International Conference on Artificial Intelligence in Education, AIED 2019
Country/Territory	United States
City	Chicago
Period	6/25/19 → 6/29/19

Bibliographical note

Funding 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 NSF.

Publisher Copyright:
© Springer Nature Switzerland AG 2019.

Keywords

Attention
Intelligent tutoring systems
Mind-wandering
Task-unrelated thought
Vicarious learning

Publisher link

10.1007/978-3-030-23204-7_25

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Mills, C., Bosch, N., Krasich, K., & D’Mello, S. K. (2019). Reducing mind-wandering during vicarious learning from an intelligent tutoring system. In S. Isotani, E. Millán, A. Ogan, B. McLaren, P. Hastings, & R. Luckin (Eds.), Artificial Intelligence in Education - 20th International Conference, AIED 2019, Proceedings (pp. 296-307). (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 11625 LNAI). Springer Verlag. https://doi.org/10.1007/978-3-030-23204-7_25

Reducing mind-wandering during vicarious learning from an intelligent tutoring system. / Mills, Caitlin; Bosch, Nigel; Krasich, Kristina et al.
Artificial Intelligence in Education - 20th International Conference, AIED 2019, Proceedings. ed. / Seiji Isotani; Eva Millán; Amy Ogan; Bruce McLaren; Peter Hastings; Rose Luckin. Springer Verlag, 2019. p. 296-307 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics); Vol. 11625 LNAI).

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

Mills, C, Bosch, N, Krasich, K & D’Mello, SK 2019, Reducing mind-wandering during vicarious learning from an intelligent tutoring system. in S Isotani, E Millán, A Ogan, B McLaren, P Hastings & R Luckin (eds), Artificial Intelligence in Education - 20th International Conference, AIED 2019, Proceedings. Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), vol. 11625 LNAI, Springer Verlag, pp. 296-307, 20th International Conference on Artificial Intelligence in Education, AIED 2019, Chicago, United States, 6/25/19. https://doi.org/10.1007/978-3-030-23204-7_25

Mills C, Bosch N, Krasich K, D’Mello SK. Reducing mind-wandering during vicarious learning from an intelligent tutoring system. In Isotani S, Millán E, Ogan A, McLaren B, Hastings P, Luckin R, editors, Artificial Intelligence in Education - 20th International Conference, AIED 2019, Proceedings. Springer Verlag. 2019. p. 296-307. (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)). doi: 10.1007/978-3-030-23204-7_25

Mills, Caitlin ; Bosch, Nigel ; Krasich, Kristina et al. / Reducing mind-wandering during vicarious learning from an intelligent tutoring system. Artificial Intelligence in Education - 20th International Conference, AIED 2019, Proceedings. editor / Seiji Isotani ; Eva Millán ; Amy Ogan ; Bruce McLaren ; Peter Hastings ; Rose Luckin. Springer Verlag, 2019. pp. 296-307 (Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)).

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Reducing mind-wandering during vicarious learning from an intelligent tutoring system

Abstract

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Bibliographical note

Keywords

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