We investigated the impact of assistance on learning and affect during problem-solving activities with a computer tutor we built using the Cognitive Tutor Authoring Tools framework. The tutor delivered its primary form of assistance in the form of worked-out examples. We manipulated the level of assistance the examples in the tutor provided, by having similar problem-example pairs in one version of the tutor (high-assistance condition) and reduced similarity problem-example pairs in the other version (reduced-assistance condition). The reduced-assistance condition resulted in significantly higher learning, without increasing negative affect like frustration.

affect, assistance, Cognitive Tutor Authoring Tools (CTAT) tutor, learning, worked examples
Journal of Educational Computing Research
Department of Cognitive Science

Borracci, G. (Giuliana), Gauthier, E. (Erica), Jennings, J. (Jay), Sale, K. (Kyle), & Muldner, K. (2019). The Effect of Assistance on Learning and Affect in an Algebra Tutor. Journal of Educational Computing Research. doi:10.1177/0735633118822103