Show or Tell? Demonstration is More Robust to Changes in Shared Perception than Explanation

TL;DR

This paper investigates how demonstration and explanation as teaching methods are affected by perceptual misalignment between teacher and learner, finding demonstrations are more robust to perceptual differences than explanations.

Contribution

The study introduces a cooperative teaching game to compare the robustness of demonstration versus explanation under perceptual misalignment.

Findings

Demonstrations are less affected by perceptual misalignment.

Language-based teaching is more sensitive to perceptual differences.

Demonstrations better convey robust, concrete information.

Abstract

Successful teaching entails a complex interaction between a teacher and a learner. The teacher must select and convey information based on what they think the learner perceives and believes. Teaching always involves misaligned beliefs, but studies of pedagogy often focus on situations where teachers and learners share perceptions. Nonetheless, a teacher and learner may not always experience or attend to the same aspects of the environment. Here, we study how misaligned perceptions influence communication. We hypothesize that the efficacy of different forms of communication depends on the shared perceptual state between teacher and learner. We develop a cooperative teaching game to test whether concrete mediums (demonstrations, or "showing") are more robust than abstract ones (language, or "telling") when the teacher and learner are not perceptually aligned. We find evidence that (1) language-based teaching is more affected by perceptual misalignment, but (2) demonstration-based teaching is less likely to convey nuanced information. We discuss implications for human pedagogy and machine learning.