Robot lecture for enhancing presentation in lecture

Ishino, Tatsuya; Goto, Mitsuhiro; Kashihara, Akihiro

doi:10.1186/s41039-021-00176-6

Cited by 10 publications

(4 citation statements)

References 18 publications

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“…For learners, the novelty effect is always significant [38,39]. During the interaction, students' attention may be distracted by the gestures and actions of the robot, or by the teaching assistant controlling the robot in the classroom [33,40]. If the interaction time between learners and robots is short, learners cannot achieve deeper interactions [41].…”

Section: Technological Pedagogical Knowledge-problems With Using Robotsmentioning

confidence: 99%

Physical Robots in Education: A Systematic Review Based on the Technological Pedagogical Content Knowledge Framework

Wang,

Luo,

Zhou

et al. 2024

Sustainability

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Driven by the wave of artificial intelligence, the educational practice and application of robots have become increasingly common. Despite extensive coverage in the literature on various aspects of educational robots, there are still unexplored avenues, particularly regarding robotic support, robotic personality, and challenges in their applications. This study presented a systematic review of high-quality empirical research on the use of physical robots in educational settings. A total of 92 relevant papers from the Web of Science database were analyzed. Employing the technological pedagogical content knowledge (TPCK) framework, we investigated research questions across seven components, including the learning domain, teaching strategy, robot types, learning results, problems with using robots, robotic support, and robotic personality. The findings revealed that robots are most prevalently employed in language learning applications. When opting for teaching strategies, educators tend to favor those that incorporate physical interaction. Concurrently, humanoid robots emerge as the preferred choice among many. These robots, in human–robot interaction scenarios, often exhibit an agreeable personality. In terms of evaluating learning results, cognitive aspects like thinking, creativity, self-regulation, and inquiry ability are especially emphasized. Such results are frequently influenced by the informational and emotional support provided by robots. Nonetheless, challenges encountered by teachers, learners, and robots in this process are not to be overlooked. The findings of this study contributed to future applications of robotics in education.

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Section: Technological Pedagogical Knowledge-problems With Using Robotsmentioning

confidence: 99%

Physical Robots in Education: A Systematic Review Based on the Technological Pedagogical Content Knowledge Framework

Wang,

Luo,

Zhou

et al. 2024

Sustainability

View full text Add to dashboard Cite

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“…Improve Learning Performance? Many studies have provided evidence for the efficacy of nonverbal behaviors in enhancing learners' understanding of the language knowledge [53]. Nonverbal behaviors function better when the robot is programmed in a personalized condition [54].…”

Section: Rq2: What Nonverbal Interactions In Rall Couldmentioning

confidence: 99%

Exploring the Relationship between Interactions and Learning Performance in Robot-Assisted Language Learning

2022

Education Research International

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Robot-assisted language learning is a pattern that uses a social robot in a class to enhance learning performance through human-robot interaction. While this pattern receives increasing attention, few review articles generalize whether each interactive behavior improves learning performance. This study delves into the answers to three research questions. The results show that the synthesized and prerecorded human voices are appropriate for different teaching activities. Verbal communication except for egocentric small talk and L1 translation between the robot and learners are indispensable to improve students’ confidence and learning gains. Moderate employment of nonverbal interactions helps students increase concentration, motivation, and retention of vocabulary, while undue interactions give rise to counterproductive effects. Based on the findings, future research on robot-assisted language learning is suggested to pay attention to the effectiveness of an independent interaction. Another valuable focus is the proper combination of interactive behaviors that suit different teaching tasks. A suitable level of robotic sociability is also worthy of exploration. Educators teaching with a robot should make full use of verbal and nonverbal interactive behaviors to boost students’ confidence, motivation, engagement, and learning gains. Meanwhile, they need to be cautious about the excessive employment of interactions.

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“…Ishino et al [18] presented a robot lecture, in which a robot takes the place of a human lecturer and reconstructs their nonverbal behavior to improve the quality of their presentation. ey created a model of nonverbal conduct in lecture to help with this reconstruction.…”

Section: Current Situation Of Presentation Assisted Practicementioning

confidence: 99%

“…Ishino et al [18] 2022 is work proposes a robot lecture system, which enhances lecture by human and rebuilds lecture behavior conducted in the lecture. A novel lecture behavior model is designed with the help of such reconstruction.…”

Section: Robot Lecture Systemmentioning

confidence: 99%

Investigation on the Design of Anthropomorphic Oral Presentation Assistant Training System

Zhao

Fei

2022

Mobile Information Systems

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Oral presentation is a formal talk on a specific topic given to the audience through presentation tool. With the widespread use of oral presentations in a variety of professions, the ability to deliver an oral presentation using PowerPoint is becoming increasingly important. However, when a speaker practices alone, the presenter is unable to communicate with the audience, which means that the emotional input is unaffected, resulting in the training effect. A presentation assistant training system is designed using the anthropomorphic design concept which consists anthropomorphic appearance sensor to enable presentation practitioners to receive emotional feedback in the anthropomorphic appearance and further sensory immersion, thereby improving the training effect. The results of a comparative grouping experiment with 60 students at a university reveal that the system based on anthropomorphic design aspects has a greater practice effect. The design of the system has viable importance to improve oral presentation ability which also opens up for the improvement of the system, product research, and development.

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Robot lecture for enhancing presentation in lecture

Cited by 10 publications

References 18 publications

Physical Robots in Education: A Systematic Review Based on the Technological Pedagogical Content Knowledge Framework

Physical Robots in Education: A Systematic Review Based on the Technological Pedagogical Content Knowledge Framework

Exploring the Relationship between Interactions and Learning Performance in Robot-Assisted Language Learning

Investigation on the Design of Anthropomorphic Oral Presentation Assistant Training System

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