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The kind of help a student receives during a task has been shown to play asignificant role in their learning process. We designed an interaction scenariowith a robotic tutor, in real-life settings based on an inquiry-based learningtask. We aim to explore how learners' performance is affected by the variousstrategies of a robotic tutor. We explored two kinds of(presumable) help: hints(which were specific to the level or general to the task) or distractions(information not relevant to the task: either a joke or a curious fact). Ourresults suggest providing hints to the learner and distracting them withcurious facts as more effective than distracting them with humour.

Hints vs Distractions in Intelligent Tutoring Systems: Looking for the proper type of help