Journal
ACM TRANSACTIONS ON HUMAN-ROBOT INTERACTION
Volume 8, Issue 1, Pages -Publisher
ASSOC COMPUTING MACHINERY
DOI: 10.1145/3300188
Keywords
Social robotics; human-robot interaction; empathy; collaborative learning; group learning; learning gains; education
Categories
Funding
- national funds through Fundacao para a Ciencia e a Tecnologia (FCT) [UID/CEC/50021/2019]
- project AMIGOS [PTDC/EEISII/7174/2014]
- Carnegie Mellon Portugal Program
- Information and Communications Technologies Institute [CMUP-ERI/HCI/0051/2013]
- EU-FP7 Project EMOTE [317923]
- FCT Ph.D. Grant [SFRH/BD/110223/2015]
- Fundação para a Ciência e a Tecnologia [SFRH/BD/110223/2015] Funding Source: FCT
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This work explores a group learning scenario with an autonomous empathic robot. We address two research questions: (1) Can an autonomous robot designed with empathic competencies foster collaborative learning in a group context? (2) Can an empathic robot sustain positive educational outcomes in long-term collaborative learning interactions with groups of students? To answer these questions, we developed an autonomous robot with empathic competencies that is able to interact with a group of students in a learning activity about sustainable development. Two studies were conducted. The first study compares learning outcomes in children across three conditions: learning with an empathic robot; learning with a robot without empathic capabilities; and learning without a robot. The results show that the autonomous robot with empathy fosters meaningful discussions about sustainability, which is a learning outcome in sustainability education. The second study features groups of students who interact with the robot in a school classroom for 2 months. The long-term educational interaction did not seem to provide significant learning gains, although there was a change in game-actions to achieve more sustainability during game-play. This result reflects the need to perform more long-term research in the field of educational robots for group learning.
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