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.

Additional Metadata
Keywords affect, assistance, Cognitive Tutor Authoring Tools (CTAT) tutor, learning, worked examples
Persistent URL dx.doi.org/10.1177/0735633118822103
Journal Journal of Educational Computing Research
Citation
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