Collaboration improves student interest in online tutoring

Ivon Arroyo, Naomi Wixon, Danielle Allessio, Beverly Woolf, Kasia Muldner, Winslow Burleson

Research output: Chapter in Book/Report/Conference proceedingConference contribution


Prior research indicates that students often experience negative emotions while using online learning environments, and that most of these negative emotions can have a detrimental impact on their behavior and learning outcomes. We investigate the impact of a particular intervention, namely face-to-face collaboration with a neighboring student, on student boredom and frustration. The data comes from a study with 106 middle school students interacting with a mathematics tutor that provided varying levels of collaboration. Students were randomly assigned to a collaboration or no-collaboration condition. Collaboration was associated with reduced boredom: Students who collaborated more frequently reported increased interest.

Original languageEnglish (US)
Title of host publicationArtificial Intelligence in Education - 18th International Conference, AIED 2017, Proceedings
EditorsElisabeth Andre, Xiangen Hu, Ma. Mercedes T. Rodrigo, Benedict du Boulay, Ryan Baker
PublisherSpringer Verlag
Number of pages12
ISBN (Print)9783319614243
StatePublished - 2017
Event18th International Conference on Artificial Intelligence in Education, AIED 2017 - Wuhan, China
Duration: Jun 28 2017Jul 1 2017

Publication series

NameLecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
Volume10331 LNAI
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349


Other18th International Conference on Artificial Intelligence in Education, AIED 2017


  • Affective states
  • Boredom
  • Collaborative learning
  • Frustration
  • Intelligent tutoring system
  • Negative/positive emotion

ASJC Scopus subject areas

  • Theoretical Computer Science
  • General Computer Science


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