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Intelligent tutoring systems (ITS) are evolving towards a more cooperative relationship between the system and the student. More and more, learning is considered as a constructive process rather than a simple transfer of knowledge. This trend has brought to light new cooperative tutoring strategies. One of these tutoring strategies, the learning companion, designed to overcome some of the limitations of the classical tutoring model, involves a student and two simulated participants: a tutor and another student. More recently, a new strategy, learning by disturbing, has been proposed. In this strategy, the simulated student is a troublemaker whose role is to deliberately disturb the human student. This article describes the learning by disturbing strategy by contrasting it with the learning companion strategy. In addition, links are drawn between this new strategy and the psychology of learning, in particular the cognitive dissonance theory. An indicator has been developed that measures discord between the ideas, helping to pinpoint the concepts that are most likely to be misunderstood by the learner. Doing so allows one to plan more efficiently the interventions of the troublemaker.
Aı̈meur et al. (Thu,) studied this question.