Guidelines for Designing Social Robots as Second Language Tutors

Belpaeme, Tony; Vogt, Paul; Berghe, Rianne van den; Bergmann, Kirsten; Göksun, Tilbe; Haas, Mirjam de; Kanero, Junko; Kennedy, James; Küntay, Ayli̇n C.; Oudgenoeg‐Paz, Ora; Papadopoulos, Fotios; Schodde, Thorsten; Verhagen, Josje; Wallbridge, Christopher D.; Willemsen, Bram; Wit, Jan de; Geçkin, Vasfiye; Hoffmann, Laura; Kopp, Stefan; Krahmer, Emiel; Mamus, Ezgi; Montanier, Jean-Marc; Oranç, Cansu; Pandey, Amit Kumar

doi:10.1007/s12369-018-0467-6

Cited by 113 publications

(72 citation statements)

References 63 publications

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“…These types of educational robots, including teaching assistant robots (63), have the longest history of research and development, often targeting curricular domains for young children. Early field studies placed robots into classrooms to observe whether they would have any qualitative impact on the learners' attitude and progress, but current research tends toward controlled experimental trials in both laboratory settings and classrooms (64). These combine comparisons between robots and alternative educational technologies but also comparisons between different implementations of the robot and its tutoring behavior.…”

Section: Robot As Tutor or Teachermentioning

confidence: 99%

Social robots for education: A review

et al. 2018

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Social robots can be used in education as tutors or peer learners. They have been shown to be effective at increasing cognitive and affective outcomes and have achieved outcomes similar to those of human tutoring on restricted tasks. This is largely because of their physical presence, which traditional learning technologies lack. We review the potential of social robots in education, discuss the technical challenges, and consider how the robot's appearance and behavior affect learning outcomes.

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Section: Robot As Tutor or Teachermentioning

confidence: 99%

Social robots for education: A review

et al. 2018

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“…As mentioned, the majority of the application scenarios developed thus far to study humans and robots are designed for one-on-one interactions in which one robot interacts with one person. Even in scenarios in which the robot is placed in a classroom with many children, the type of interactions often designed consider one-on-one interactions, e.g., Belpaeme et al [2018b]. For this study, we were interested in scenarios using groups of two or three students who can learn together with the support of a social robot.…”

Section: Groups Of Humans and Robotsmentioning

confidence: 99%

Empathic Robot for Group Learning

Alves‐Oliveira

Sequeira

Melo

et al. 2019

J. Hum.-Robot Interact.

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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 3 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 two 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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“…In recent years, there have also been advances in robot tutoring systems that focus specifically on language-learning tasks [6]. Social robots have been shown to foster lasting learning gains in a second-language tutoring task when compared to a no-robot baseline [28].…”

Section: Personalized Robot Tutoringmentioning

confidence: 99%

The Effect of Personalization in Longer-Term Robot Tutoring

Leyzberg

Ramachandran

Scassellati

2018

J. Hum.-Robot Interact.

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The benefits of personalized social robots must be evaluated in real-world educational contexts over periods of time longer than a single session to understand their full potential to impact learning outcomes. In this work, we describe a personalization system designed for longer-term personalization that orders curriculum based on an adaptive Hidden Markov Model (HMM) that evaluates students' skill proficiencies. We present a study investigating the effectiveness of this system in a five-session interaction with a robot tutor, taking place over the course of 2 weeks. Our system is evaluated in the context of native Spanish-speaking firstgraders interacting with a social robot tutor while completing an English Language Learning educational task. Participants either received lessons: (1) ordered by our adaptive HMM personalization system which selects a lesson based on a skill that the individual participant needs more practice with ("personalized condition") or (2) ordered randomly from among the lessons the participant had not yet seen ("non-personalized condition"). We found that participants who received personalized lessons from the robot tutor outperformed participants who received non-personalized lessons on a post-test by 2.0 standard deviations on average, corresponding to a mean learning gain in the 98th percentile.

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Guidelines for Designing Social Robots as Second Language Tutors

Cited by 113 publications

References 63 publications

Social robots for education: A review

Social robots for education: A review

Empathic Robot for Group Learning

The Effect of Personalization in Longer-Term Robot Tutoring

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