Journal
HRI '19: 2019 14TH ACM/IEEE INTERNATIONAL CONFERENCE ON HUMAN-ROBOT INTERACTION
Volume -, Issue -, Pages 497-505Publisher
IEEE
DOI: 10.1109/hri.2019.8673077
Keywords
Robots for learning; Second language tutoring; Child-Robot Interaction; Long-term interaction; Gesture
Categories
Funding
- European Union's Horizon 2020 research and innovation programme [688014]
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We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.
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