Map reading with an empathic robot tutor

Hall, Lynne; Hume, Colette; Tazzyman, Sarah; Deshmukh, Amol; Janarthanam, Srinivasan; Hastie, Helen; Aylett, Ruth; Castellano, Ginevra; Papadopoulos, Fotis; Jones, Aidan; Corrigan, Lee J.; Paiva, Ana; Alves‐Oliveira, Patrícia; Ribeiro, Tiago; Barendregt, Wolmet; Serholt, Sofia; Kappas, Arvid

doi:10.1109/hri.2016.7451859

Cited by 7 publications

(2 citation statements)

References 2 publications

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“…The robot setup was developed within the EMOTE-project 1 and consisted of an emotionally perceptive Aldebaran Nao T14 2 torso attached to a MultiTaction 3 table, as shown in Figure 1. Various sensors such as Microsoft Kinect 4 and OKAO vision software 5 were used to gather information about students' current emotional state based on valence and arousal [16]. The setup was placed within a small room adjacent to one of the classrooms at the school.…”

Section: Setupmentioning

confidence: 99%

Robots Tutoring Children

Serholt

Barendregt

2016

Proceedings of the 9th Nordic Conference on Human-Computer Interaction

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This paper explores children's social engagement to a robotic tutor by analyzing their behavioral reactions to socially significant events initiated by the robot. Specific questions addressed in this paper are whether children express signs of social engagement as a reaction to such events, and if so, in what way. The second question is whether these reactions differ between different types of social events, and finally, whether such reactions disappear or change over time. Our analysis indicates that children indeed show behaviors that indicate social engagement using a range of communicative channels. While gaze towards the robot's face is the most common indication for all types of social events, verbal expressions and nods are especially common for questions, and smiles are most common after positive feedback. Although social responses in general decrease slightly over time, they are still observable after three sessions with the robot.

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Section: Setupmentioning

confidence: 99%

Robots Tutoring Children

Serholt

Barendregt

2016

Proceedings of the 9th Nordic Conference on Human-Computer Interaction

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“…The children supplied information to the robots and retained what the robots told them. Hall et al [10] studied on map reading with an empathic robot tutor; they showed this scenario with a Nao robot interacting with students reading a map. There are other works on the degree of the social supportive behavior of a robotic tutor [11].…”

Section: Background and Related Workmentioning

confidence: 99%

Object Recognition-Based Second Language Learning Educational Robot System for Chinese Preschool Children

Wang

Cao

et al. 2019

IEEE Access

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Research in psychology, pedagogy, and physiology has shown that learning a second language will be a great benefit to preschool children. Compared with adults, children have more advantages in learning, such as better pronunciation and intonation. However, because of children's inattention, the effects of the second language education in many preschools are not ideal in China. To make children learn the second language effectively, it should be integrated into their daily lives and in line with their interests. In this paper, an educational robot system with object recognition technology is introduced, which aims to provide innovative second language learning services for preschool children in China. The proposed system combines object recognition and projection with English teaching and makes objects in daily life more interesting with projected animation to attract children's attention. On the projection screen, children can interact with a robot by touch or movement and can easily trigger more interactive effects. To evaluate the effectiveness of the proposed system, we conducted an experiment, and the results showed that the system can improve the language learning efficiency for the Chinese preschool children by interacting with objects under proper guidance.

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