KBD configuration produced no significant between-condition differences in system acceptance, intrinsic motivation, or subjective learning effectiveness in a single tutoring session¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Intrinsic motivation was descriptively higher in the KBD condition but did not differ significantly. → Stephan Vonschallen 2026 q3 i? Perceived competence (subjective learning effectiveness) did not differ significantly between conditions. → Stephan Vonschallen 2026 (2)

Evidence¶

Stephan Vonschallen 2026¶

Stephan Vonschallen, Karim Kaufmann, Dominique Oberle, Friederike Eyssel, Theresa Schmiedel. (2026). Teachy Mini: Development and Preliminary Evaluation of a Knowledge-Based Generative Social Robot for Higher Education. arXiv. https://arxiv.org/abs/2607.22345 doi:10.48550/arxiv.2607.22345

q3 · i? · causal · r2

Welch t-test on the Interest/Enjoyment subscale of the Intrinsic Motivation Inventory; the KBD group was "descriptively higher" but the difference "did not reach statistical significance".

"Although the KBD group (M = 5.30, SD = 1.27) reported descriptively higher enjoyment than the control group (M = 4.88, SD = 1.41), this difference did not reach statistical significance,t(21.76) = 0.762,p=.454,95%CI={−0.718,1.551}."

Stephan Vonschallen 2026 (2)¶

Stephan Vonschallen, Karim Kaufmann, Dominique Oberle, Friederike Eyssel, Theresa Schmiedel. (2026). Teachy Mini: Development and Preliminary Evaluation of a Knowledge-Based Generative Social Robot for Higher Education. arXiv. https://arxiv.org/abs/2607.22345

q3 · i? · causal · r2

Welch t-test on the Perceived Competence subscale; the control group (M = 4.71, SD = 1.00) had descriptively higher perceived competence than the KBD group (M = 4.56, SD = 1.41), but "no significant difference was found".

"However, no significant difference was found between the KBD group and the control group,t(19.80) = 0.31,p= .762."

Discussion¶

Learner Variables¶

• Motivation — outcome: instruction changes it

Related Claims¶

• Students perceive a KBD-configured generative social robot tutor as more aligned with responsible tutoring behavior than an identical non-KBD control robot — related
• Objective learning gains did not differ significantly by condition in the primary ANCOVA, but KBD showed a significant positive effect on learning gains in exploratory regressions accounting for learner covariates — related
• An exploratory path model suggests perceived responsible behavior mediates the association between KBD and both learner motivation and acceptance — related
• Qualitative transcript analysis showed the KBD robot used Socratic questioning, slide-grounded sourced claims, and explained feedback far more often, while the control robot produced false statements and never cited sources — related
• Adaptive versus non-adaptive ITS condition showed no significant differences in mental effort, subjective difficulty, or enjoyment — related
• Students report higher engagement and motivation with the AI tutor, with comparable enjoyment and growth mindset — related
• In-session autonomy, competence and intrinsic motivation are higher during basketball mathematics than during classroom mathematics — related