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International Journal of Social Robotics

Erschienen in:

01.04.2015

Comparing Robot Embodiments in a Guided Discovery Learning Interaction with Children

verfasst von: James Kennedy, Paul Baxter, Tony Belpaeme

Erschienen in: International Journal of Social Robotics | Ausgabe 2/2015

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Abstract

The application of social robots to the domain of education is becoming more prevalent. However, there remain a wide range of open issues, such as the effectiveness of robots as tutors on student learning outcomes, the role of social behaviour in teaching interactions, and how the embodiment of a robot influences the interaction. In this paper, we seek to explore children’s behaviour towards a robot tutor for children in a novel guided discovery learning interaction. Since the necessity of real robots (as opposed to virtual agents) in education has not been definitively established in the literature, the effect of robot embodiment is assessed. The results demonstrate that children overcome strong incorrect biases in the material to be learned, but with no significant differences between embodiment conditions. However, the data do suggest that the use of real robots carries an advantage in terms of social presence that could provide educational benefits.

Vorheriger Artikel Methodological Issues in Scenario-Based Evaluation of Human–Robot Interaction

Nächster Artikel Why Some Humanoid Faces Are Perceived More Positively Than Others: Effects of Human-Likeness and Task

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Titel: Comparing Robot Embodiments in a Guided Discovery Learning Interaction with Children
verfasst von: James Kennedy
Paul Baxter
Tony Belpaeme
Publikationsdatum: 01.04.2015
Verlag: Springer Netherlands
Erschienen in: International Journal of Social Robotics / Ausgabe 2/2015
Print ISSN: 1875-4791
Elektronische ISSN: 1875-4805
DOI: https://doi.org/10.1007/s12369-014-0277-4

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