Using a Robot Peer to Encourage the Production of Spatial Concepts in a Second Language

Wallbridge, Christopher D.; Berghe, Rianne van den; García, Daniel Hernández; Kanero, Junko; Lemaignan, Séverin; Edmunds, Charlotte; Belpaeme, Tony

doi:10.1145/3284432.3284433

Cited by 3 publications

(3 citation statements)

References 16 publications

(14 reference statements)

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“…vocabulary test and storytelling contexts (e.g., Kory and Breazeal, 2014;Kory Westlund et al, 2017b;Wallbridge et al, 2018). The present study suggests that the robot's entrainment may influence expressive ability.…”

Section: Learningmentioning

confidence: 56%

“…This suggests that perhaps entrainment did not affect children's mirroring of the words the robot used so much as their expressive ability to use the key words present in the story. Prior work has shown that social robots can be successful at prompting children to demonstrate expressive vocabulary skills in both vocabulary test and storytelling contexts (e.g., Kory and Breazeal, 2014 ; Kory Westlund et al, 2017b ; Wallbridge et al, 2018 ). The present study suggests that the robot's entrainment may influence expressive ability.…”

Section: Discussionmentioning

confidence: 99%

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Exploring the Effects of a Social Robot's Speech Entrainment and Backstory on Young Children's Emotion, Rapport, Relationship, and Learning

Kory-Westlund

Breazeal

2019

Front. Robot. AI

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In positive human-human relationships, people frequently mirror or mimic each other's behavior. This mimicry, also called entrainment, is associated with rapport and smoother social interaction. Because rapport in learning scenarios has been shown to lead to improved learning outcomes, we examined whether enabling a social robotic learning companion to perform rapport-building behaviors could improve children's learning and engagement during a storytelling activity. We enabled the social robot to perform two specific rapport and relationship-building behaviors: speech entrainment and self-disclosure (shared personal information in the form of a backstory about the robot's poor speech and hearing abilities). We recruited 86 children aged 3-8 years to interact with the robot in a 2 × 2 between-subjects experimental study testing the effects of robot entrainment Entrainment vs. No entrainment and backstory about abilities Backstory vs. No Backstory. The robot engaged the children one-on-one in conversation, told a story embedded with key vocabulary words, and asked children to retell the story. We measured children's recall of the key words and their emotions during the interaction, examined their story retellings, and asked children questions about their relationship with the robot. We found that the robot's entrainment led children to show more positive emotions and fewer negative emotions. Children who heard the robot's backstory were more likely to accept the robot's poor hearing abilities. Entrainment paired with backstory led children to use more of the key words and match more of the robot's phrases in their story retells. Furthermore, these children were more likely to consider the robot more human-like and were more likely to comply with one of the robot's requests. These results suggest that the robot's speech entrainment and backstory increased children's engagement and enjoyment in the interaction, improved their perception of the relationship, and contributed to children's success at retelling the story.

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Section: Learningmentioning

confidence: 56%

Section: Discussionmentioning

confidence: 99%

Exploring the Effects of a Social Robot's Speech Entrainment and Backstory on Young Children's Emotion, Rapport, Relationship, and Learning

Kory-Westlund

Breazeal

2019

Front. Robot. AI

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“…In the field of Human-Robot Interaction, we typically run experiments to see how human participants react to robots in some way [Hoffman and Zhao 2020]. For instance, this might involve exploring how certain robot behaviours affect people's perceptions of that robot [Johanson et al 2019;Winkle et al 2021], or whether robots can facilitate learning of a second language [Vogt et al 2019;Wallbridge et al 2018], or even how children play with them [Boccanfuso et al 2016]. However, unlike (most) robots, people can be highly unpredictable.…”

Section: Introductionmentioning

confidence: 99%

Have I Got the Power? Analysing and Reporting Statistical Power in HRI

Bartlett

Edmunds

Belpaeme

et al. 2022

J. Hum.-Robot Interact.

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This article presents a discussion of the importance of power analyses, providing an overview of when power analyses should be run in the context of the field of Human-Robot Interaction, as well as some examples of how to perform a power analysis. This work was motivated by the observation that the majority of papers published in the proceedings of recent HRI conferences did not report conducting a power analysis; an observation that has concerning implications for many conclusions drawn by these studies. This work is intended to raise awareness and encourage researchers to conduct power analyses when designing research studies using human participants.

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