Children Teach Handwriting to a Social Robot with Different Learning Competencies

Chandra, Shruti; Dillenbourg, Pierre; Paiva, Ana

doi:10.1007/s12369-019-00589-w

Cited by 29 publications

(16 citation statements)

References 59 publications

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“…The idea to use physical robots for this purpose was first proposed by Tanaka and Kimura (2009) as a potential solution to ethical concerns surrounding the use of robots as teaching and childcare machines. Such robots have been referred to as teachable robots ( Walker et al, 2016 ; Verhoeven et al, 2019 ), care-receiving robots ( Tanaka and Matsuzoe, 2012 ; Nurul Husna et al, 2020 ), novice robots ( Belpaeme et al, 2018 ), or robot tutees ( Lindberg et al, 2017 ; Pareto, 2017 ; Chandra et al, 2020 ). The learning-by-teaching approach essentially reverses more traditional concepts.…”

Section: Introductionmentioning

confidence: 99%

Comparing a Robot Tutee to a Human Tutee in a Learning-By-Teaching Scenario with Children

et al. 2022

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Social robots are increasingly being studied in educational roles, including as tutees in learning-by-teaching applications. To explore the benefits and drawbacks of using robots in this way, it is important to study how robot tutees compare to traditional learning-by-teaching situations. In this paper, we report the results of a within-subjects field experiment that compared a robot tutee to a human tutee in a Swedish primary school. Sixth-grade students participated in the study as tutors in a collaborative mathematics game where they were responsible for teaching a robot tutee as well as a third-grade student in two separate sessions. Their teacher was present to provide support and guidance for both sessions. Participants’ perceptions of the interactions were then gathered through a set of quantitative instruments measuring their enjoyment and willingness to interact with the tutees again, communication and collaboration with the tutees, their understanding of the task, sense of autonomy as tutors, and perceived learning gains for tutor and tutee. The results showed that the two scenarios were comparable with respect to enjoyment and willingness to play again, as well as perceptions of learning gains. However, significant differences were found for communication and collaboration, which participants considered easier with a human tutee. They also felt significantly less autonomous in their roles as tutors with the robot tutee as measured by their stated need for their teacher’s help. Participants further appeared to perceive the activity as somewhat clearer and working better when playing with the human tutee. These findings suggest that children can enjoy engaging in peer tutoring with a robot tutee. However, the interactive capabilities of robots will need to improve quite substantially before they can potentially engage in autonomous and unsupervised interactions with children.

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Section: Introductionmentioning

confidence: 99%

Comparing a Robot Tutee to a Human Tutee in a Learning-By-Teaching Scenario with Children

et al. 2022

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“…In this context, such social robots can play roles such as that of a tutor or teacher, peer, or novice, in the learning activity [4]. Different areas of application have been explored, such as language learning [5], mathematics [18], sustainable development [1], writing skills [8], and others. Social robots are also extensively used for assisted therapy for autism spectrum disorders [34,38].…”

Section: Educational Robots and Assistive Technologiesmentioning

confidence: 99%

Using tabletop robots to promote inclusive classroom experiences

Neto

Johal

Couto

et al. 2020

Proceedings of the Interaction Design and Children Conference

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Geometry and handwriting rely heavily on the visual representation of basic shapes. It can become challenging for students with visual impairments to perceive these shapes and understand complex spatial constructs. For instance, knowing how to draw is highly dependent on spatial and temporal components, which are often inaccessible to children with visual impairments. Hand-held robots, such as the Cellulo robots, open unique opportunities to teach drawing and writing through haptic feedback. In this paper, we investigate how these tangible robots could support inclusive, collaborative learning activities, particularly for children with visual impairments. We conducted a user study with 20 pupils with and without visual impairments, where they engaged in multiple drawing activities with tangible robots. We contribute novel insights on the design of children-robot interaction, learning shapes and letters, children engagement, and responses in a collaborative scenario that address the challenges of inclusive learning.

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“…Children's mental and cognitive development and CRI's effects on them have been studied extensively [11,12]. Numerous educational scenarios with different learning subjects have been implemented, such as learning handwriting [13,14], a second language [15], and social emotional learning [16]. Additionally, many CRI scenarios have been designed for exploring special research goals, for example, understanding child engagement [17], defining parameters in a long-term interaction [12], and finding appropriate ways to adjust the curriculum on CRI [18].…”

Section: Introductionmentioning

confidence: 99%

Visual Robotic Perception System with Incremental Learning for Child–Robot Interaction Scenarios

et al. 2021

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This paper proposes a novel lightweight visual perception system with Incremental Learning (IL), tailored to child–robot interaction scenarios. Specifically, this encompasses both an action and emotion recognition module, with the former wrapped around an IL system, allowing novel actions to be easily added. This IL system enables the tutor aspiring to use robotic agents in interaction scenarios to further customize the system according to children’s needs. We perform extensive evaluations of the developed modules, achieving state-of-the-art results on both the children’s action BabyRobot dataset and the children’s emotion EmoReact dataset. Finally, we demonstrate the robustness and effectiveness of the IL system for action recognition by conducting a thorough experimental analysis for various conditions and parameters.

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Children Teach Handwriting to a Social Robot with Different Learning Competencies

Cited by 29 publications

References 59 publications

Comparing a Robot Tutee to a Human Tutee in a Learning-By-Teaching Scenario with Children

Comparing a Robot Tutee to a Human Tutee in a Learning-By-Teaching Scenario with Children

Using tabletop robots to promote inclusive classroom experiences

Visual Robotic Perception System with Incremental Learning for Child–Robot Interaction Scenarios

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