Modeling and realization of an intelligent tutor for informal situations in support of formal education is a new and challenging problem relevant to the learning performance and efficacy. It needs further exploration regarding the factors that distinguish tutoring and learning in a formal classroom and informal places. The paper presents the results from an empirical study identifying the environmental conditions, cognitive states and emotional charge of students that influence learning in informal places like a cafe, a park, home and public transport. The techniques for attention concentration after task breaking and during task performance are determined according to the gathered students’ opinion
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