TY - GEN
T1 - Mind wandering during learning with an intelligent tutoring system
AU - Mills, Caitlin
AU - D’Mello, Sidney
AU - Bosch, Nigel
AU - Olney, Andrew M.
N1 - Publisher Copyright:
© Springer International Publishing Switzerland 2015.
PY - 2015
Y1 - 2015
N2 - Mind wandering (zoning out) can be detrimental to learning outcomes in a host of educational activities, from reading to watching video lectures, yet it has received little attention in the field of intelligent tutoring systems (ITS). In the current study, participants self-reported mind wandering during a learning session with Guru, a dialogue-based ITS for biology. On average, participants interacted with Guru for 22 minutes and reported an average of 11.5 instances of mind wandering, or one instance every two minutes. The frequency of mind wandering was compared across five different phases of Guru (Common-Ground-Building Instruction, Intermittent Summary, Concept Map, Scaffolded Dialogue, and Cloze task), each requiring different learning strategies. The rate of mind wandering per minute was highest during the Common-Ground-Building Instruction and Scaffolded Dialogue phases of Guru. Importantly, there was significant negative correlation between mind wandering and learning, highlighting the need to address this phenomena during learning with ITSs.
AB - Mind wandering (zoning out) can be detrimental to learning outcomes in a host of educational activities, from reading to watching video lectures, yet it has received little attention in the field of intelligent tutoring systems (ITS). In the current study, participants self-reported mind wandering during a learning session with Guru, a dialogue-based ITS for biology. On average, participants interacted with Guru for 22 minutes and reported an average of 11.5 instances of mind wandering, or one instance every two minutes. The frequency of mind wandering was compared across five different phases of Guru (Common-Ground-Building Instruction, Intermittent Summary, Concept Map, Scaffolded Dialogue, and Cloze task), each requiring different learning strategies. The rate of mind wandering per minute was highest during the Common-Ground-Building Instruction and Scaffolded Dialogue phases of Guru. Importantly, there was significant negative correlation between mind wandering and learning, highlighting the need to address this phenomena during learning with ITSs.
KW - Attention
KW - Engagement
KW - Intelligent tutoring
KW - Mind wandering
UR - http://www.scopus.com/inward/record.url?scp=84948981102&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84948981102&partnerID=8YFLogxK
U2 - 10.1007/978-3-319-19773-9_27
DO - 10.1007/978-3-319-19773-9_27
M3 - Conference contribution
AN - SCOPUS:84948981102
SN - 9783319197722
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 267
EP - 276
BT - Artificial Intelligence in Education - 17th International Conference, AIED 2015, Proceedings
A2 - Conati, Cristina
A2 - Heffernan, Neil
A2 - Mitrovic, Antonija
A2 - Felisa Verdejo, M.
PB - Springer
T2 - 17th International Conference on Artificial Intelligence in Education, AIED 2015
Y2 - 22 June 2015 through 26 June 2015
ER -