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

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.