  The kind of help a student receives during a task has been shown to play a
significant role in their learning process. We designed an interaction scenario
with a robotic tutor, in real-life settings based on an inquiry-based learning
task. We aim to explore how learners' performance is affected by the various
strategies 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). Our
results suggest providing hints to the learner and distracting them with
curious facts as more effective than distracting them with humour.
