Adoption of social robots as pedagogical aids for efficient learning of second language vocabulary to children

Arar, Chafik; Belazoui, Abdelouahab; Telli, Abdelmoutia

doi:10.20368/1971-8829/1135551

Cited by 2 publications

(3 citation statements)

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“…Social robots are also present in the literature investigated in the field of special education, either to help children with ASD in social interactions by observing behavior and using humanrobot imitative modeling to support the development of basic social skills (Pennazio, 2017;Campitiello et al, 2021), or as in the case of Iromec and Zora (Van Den Heuvel et al, 2016), to support play in children with severe motor disabilities. Robots with social features have taken on the role of tutors in teaching a second language (De Carolis et al, 2019;Gasparini, 2019;Arar et al, 2021). De Carolis et al ( 2019) explore how social robots (specifically NAO) can be used in teaching a second language to unaccompanied migrant children.…”

Section: Main Findingsmentioning

confidence: 99%

“…Many educational robotics activities for students are supported by collaborative architectures. In 10% of them, working in pairs was preferred (Pennazio, 2017;Rubinacci et al, 2017;Scippo and Ardolino, 2021), while in 13% the working in a group was open (Balestra, 2018;Giannandrea et al, 2020;Arar et al, 2021;Lehmann and Svarny, 2021), even to different age groups, which may mean the coexistence of other methodologies such as peer tutoring. Indeed, it would seem that the collaborative approach can be put into practice in different ways and is .…”

Section: Main Findingsmentioning

confidence: 99%

“…The second research question in this review seeks to define the general benefits of robotics in the educational environment and the evidence on which they are based. Arar et al (2021), in the social robotic area, have provided reliable results indicating that the use of a social robot in children's L2 learning increases the effectiveness of the educational process and significantly improves learning gains. De Carolis et al (2019), in a preliminary study, show the effectiveness of the proposed approach in learning gestures using a social robot as well.…”

Section: Main Findingsmentioning

confidence: 99%

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Educational robotics studies in Italian scientific journals: A systematic review

et al. 2022

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In recent years, there has been increasing attention to applying educational robotics (ER) in learning settings and, consequently, it has concerned and involved the entire pedagogical field, giving rise to a large amount of experimentation and research. Educational robots are used within the school curriculum and in extra-curricular activities to improve student interest, engagement and academic achievement in various fields, such as STEM and digital literacy, and in many other ways, for example fostering specific cognitive and socio-relational skills. In Italy, as in many other countries, an increasing number of publications are featuring this subject. While there are also some reviews, none of them has been interested in reviewing studies published in Italian journals. The aim of this work is to provide a systematic review of the literature regarding studies investigating educational robotics and provide suggestions for further research and teaching practices. To do this we used the PRISMA statement process. In total, 28 studies published between 2011 and 2021 in 49 Italian journals were analyzed. The main findings from this review provide the current state of the art on research in ER. Furthermore, the paper discusses trends and the vision toward the future and opportunities for further research.

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Section: Main Findingsmentioning

confidence: 99%

Section: Main Findingsmentioning

confidence: 99%

Section: Main Findingsmentioning

confidence: 99%

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Educational robotics studies in Italian scientific journals: A systematic review

et al. 2022

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Social robots in a translanguaging pedagogy: A review to identify opportunities for robot-assisted (language) learning

Berghe

2022

Front. Robot. AI

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This mini review discusses the use of social robots in a translanguaging pedagogy: the use of robots to enable students to use their full linguistic repertoire within schools, so any language that they speak at home or in another aspect of their lives. Current research on robot-assisted second-language learning is reviewed with the aim of finding out whether students’ languages have been employed strategically to support learning of another language. A total of 83 articles has been analyzed on the use of first and second languages in student-robot interactions. Most interactions were either exclusively in the second language, or exclusively in the first language, with only target words in the second language. Few studies strategically mixed the two languages to bootstrap learning, and only one study used the first language of students with migrant backgrounds to learn the second language. The review concludes with recommendations for future use of social robots in a translanguaging pedagogy.

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Adoption of social robots as pedagogical aids for efficient learning of second language vocabulary to children

Cited by 2 publications

References 0 publications

Educational robotics studies in Italian scientific journals: A systematic review

Educational robotics studies in Italian scientific journals: A systematic review

Social robots in a translanguaging pedagogy: A review to identify opportunities for robot-assisted (language) learning

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