Engaging children in math education using a socially interactive humanoid robot

Brown, LaVonda; Howard, Ayanna M.

doi:10.1109/humanoids.2013.7029974

Cited by 51 publications

(37 citation statements)

References 13 publications

(19 reference statements)

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“…al. studied math education using a robot agent [4]. Other studies have focused on language learning applications using robotic platforms like the NAO and iCat, focused on the art of teaching using social supportive behavior [5,6,7].…”

Section: Related Workmentioning

confidence: 99%

Ms. An, Feasibility Study with a Robot Teaching Assistant

Liles

Beer

2015

Proceedings of the Tenth Annual ACM/IEEE International Conference on Human-Robot Interaction Extended Abstracts

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Section: Related Workmentioning

confidence: 99%

Ms. An, Feasibility Study with a Robot Teaching Assistant

Liles

Beer

2015

Proceedings of the Tenth Annual ACM/IEEE International Conference on Human-Robot Interaction Extended Abstracts

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“…Social robots have been used to support children's learning in a variety of learning contexts such as storytelling [26], second language learning [20,30,32] and STEM [3,8,21]. In these contexts, the robot often takes on either a tutor role or a tutee role [1].…”

Section: Robot Role and Macro/micro Events Within Child-robot Interacmentioning

confidence: 99%

Impact of Interaction Context on the Student Affect-Learning Relationship in Child-Robot Interaction

Chen

Park

Zhang

et al. 2020

Proceedings of the 2020 ACM/IEEE International Conference on Human-Robot Interaction

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Prior work in affect-aware educational robots has often relied on a common belief that the relationship between student affect and learning is independent of agent behaviors (child's/robot's) or unidirectional (positive/negative but not both) throughout the entire student-robot interaction. We argue that the student affect-learning relationship should be interpreted in two contexts: (1) social learning paradigm and (2) sub-events within child-robot interaction. In our paper, we examine two different social learning paradigms where children interact with a robot that acts either as a tutor or a tutee. Sub-events within child-robot interaction are defined as task-related events occurring in specific phases of an interaction (e.g., when the child/robot gets a wrong answer). We examine subevents at a macro level (entire interaction) and a micro level (within specific sub-events). In this paper, we provide an in-depth correlation analysis of children's facial affect and vocabulary learning. We found that children's affective displays became more predictive of their vocabulary learning when children interacted with a tutee robot who did not scaffold their learning. Additionally, children's affect displayed during micro-level events was more predictive of their learning than during macro-level events. Last, we found that the affect-learning relationship is not unidirectional, but rather is modulated by context, i.e., several affective states facilitated student learning when displayed in some sub-events but inhibited learning when displayed in others. These findings indicate that both social learning paradigm and sub-events within interaction modulate student affect-learning relationship.

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“…To evaluate the ability of the robotic agent to engage children during interaction with a virtual environment, we employed a between-groups design for this study [32]. To guarantee that the skills are evenly distributed between the robot engagement groups (None, Verbal, Nonverbal, Mixture), the children were selected at random.…”

Section: Pilot Study With Childrenmentioning

confidence: 99%

Engaging Children in Play Therapy: The Coupling of Virtual Reality Games with Social Robotics

Garcia-Vergara

Brown

Park

et al. 2014

Studies in Computational Intelligence

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Individuals who have impairments in their motor skills typically engage in rehabilitation protocols to improve the recovery of their motor functions. In general, engaging in physical therapy can be tedious and difficult, which can result in demotivating the individual. This is especially true for children who are more susceptible to frustration. Thus, different virtual reality environments and play therapy systems have been developed with the goal of increasing the motivation of individuals engaged in physical therapy. However, although previously developed systems have proven to be effective for the general population, the majority of these systems are not focused on engaging children. Given this motivation, we discuss two technologies that have been shown to positively engage children who are undergoing physical therapy. The first is called the Super Pop VR TM game; a virtual reality environment that not only increases the child's motivation to continue with his/her therapy exercises, but also provides feedback and tracking of patient performance during game play. The second technology integrates robotics into the virtual gaming scenario through social engagement in order to further maintain the child's attention when engaged with the system. Results from preliminary studies with typically-developing children have shown their effectiveness. In this chapter, we discuss the functions and advantages of these technologies, and their potential for being integrated into the child's intervention protocol.

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Engaging children in math education using a socially interactive humanoid robot

Cited by 51 publications

References 13 publications

Ms. An, Feasibility Study with a Robot Teaching Assistant

Ms. An, Feasibility Study with a Robot Teaching Assistant

Impact of Interaction Context on the Student Affect-Learning Relationship in Child-Robot Interaction

Engaging Children in Play Therapy: The Coupling of Virtual Reality Games with Social Robotics

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