Virtual or Physical? Social Robots Teaching a Fictional Language Through a Role-Playing Game Inspired by Game of Thrones

Hassan, Ali; Bhansali, Shreyans; Köksal, Ilay; Möller, Matthias; Pekarek-Rosin, Theresa; Sharma, Sachin; Thebille, Ann-Katrin; Tobergte, Julian; Hübner, Sören; Logacjov, Aleksej; Özdemir, Ozan; Parra, Jose Rodriguez; Sánchez, Mariela; Surendrakumar, Nambiar Shruti; Alpay, Tayfun; Griffiths, Sascha; Heinrich, S.; Strahl, Erik; Weber, Cornelius; Wermter, Stefan

doi:10.1007/978-3-030-35888-4_33

Cited by 4 publications

(3 citation statements)

References 14 publications

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“…Konishi et al [35] already stated that interactive environments in which children are engaged, opportunity is created for second language learning and Belpaeme et al [7] argue that exercising with a robot does just that. In line with previous studies [2,49,56], children who trained with a robot engaged more in exercising and enjoyed it better. The distracting nature of the tablet when combined for interaction with the robot (as in [8], might also lower engagement in the task.…”

Section: Exploratory Analysissupporting

confidence: 89%

“…The use of feedback can be of help to increase engagement in a (second) language learning task [1,26]. Furthermore, language learning with a social robot boosts enjoyment, which facilitates a better learning experience, causing the students to immerse themselves in the learning process [2]. Therefore, enjoyment and engagement are important to include when studying (second) language learning.…”

Section: Enjoyment and Engagementmentioning

confidence: 99%

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Social Robots for (Second) Language Learning in (Migrant) Primary School Children

Konijn

Jansen

Bustos

et al. 2021

Int J of Soc Robotics

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Especially these days, innovation and support from technology to relieve pressure in education is highly urgent. This study tested the potential advantage of a social robot over a tablet in (second) language learning on performance, engagement, and enjoyment. Shortages in primary education call for new technology solutions. Previous studies combined robots with tablets, to compensate for robot’s limitations, however, this study applied direct human–robot interaction. Primary school children (N = 63, aged 4–6) participated in a 3-wave field experiment with story-telling exercises, either with a semi-autonomous robot (without tablet, using WOz) or a tablet. Results showed increased learning gains over time when training with a social robot, compared to the tablet. Children who trained with a robot were more engaged in the story-telling task and enjoyed it more. Robot’s behavioral style (social or neutral) hardly differed overall, however, seems to vary for high versus low educational abilities. While social robots need sophistication before being implemented in schools, our study shows the potential of social robots as tutors in (second) language learning.

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Section: Exploratory Analysissupporting

confidence: 89%

Section: Enjoyment and Engagementmentioning

confidence: 99%

Social Robots for (Second) Language Learning in (Migrant) Primary School Children

Konijn

Jansen

Bustos

et al. 2021

Int J of Soc Robotics

View full text Add to dashboard Cite

show abstract

“…The number of studies on this issue is heavily limited and covers mainly adult participants. This is true for shop scenarios in which a robot provides a service through natural interactions with adult speakers (e.g., Lee et al, 2011 ; Liu et al, 2018 ); language cafés in which learners engage in small talk with a robot who takes up different roles such as interviewer, narrator, facilitator, or interlocutor ( Engwall et al, 2021 ); and in a role-playing scenario inspired by Game of Thrones to teach a novel language ( Ali et al, 2019 ).…”

Section: Innovative Dialogical Roles That a Social Robot Can Fulfillmentioning

confidence: 99%

Social/dialogical roles of social robots in supporting children’s learning of language and literacy—A review and analysis of innovative roles

et al. 2022

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One of the many purposes for which social robots are designed is education, and there have been many attempts to systematize their potential in this field. What these attempts have in common is the recognition that learning can be supported in a variety of ways because a learner can be engaged in different activities that foster learning. Up to now, three roles have been proposed when designing these activities for robots: as a teacher or tutor, a learning peer, or a novice. Current research proposes that deciding in favor of one role over another depends on the content or preferred pedagogical form. However, the design of activities changes not only the content of learning, but also the nature of a human–robot social relationship. This is particularly important in language acquisition, which has been recognized as a social endeavor. The following review aims to specify the differences in human–robot social relationships when children learn language through interacting with a social robot. After proposing categories for comparing these different relationships, we review established and more specific, innovative roles that a robot can play in language-learning scenarios. This follows Mead’s (1946) theoretical approach proposing that social roles are performed in interactive acts. These acts are crucial for learning, because not only can they shape the social environment of learning but also engage the learner to different degrees. We specify the degree of engagement by referring to Chi’s (2009) progression of learning activities that range from active, constructive, toward interactive with the latter fostering deeper learning. Taken together, this approach enables us to compare and evaluate different human–robot social relationships that arise when applying a robot in a particular social role.

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Using Storytelling to Teach Children Biodiversity

Ferreira

Paradeda²,

Oliveira

et al. 2022

Interactive Storytelling

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Virtual or Physical? Social Robots Teaching a Fictional Language Through a Role-Playing Game Inspired by Game of Thrones

Cited by 4 publications

References 14 publications

Social Robots for (Second) Language Learning in (Migrant) Primary School Children

Social Robots for (Second) Language Learning in (Migrant) Primary School Children

Social/dialogical roles of social robots in supporting children’s learning of language and literacy—A review and analysis of innovative roles

Using Storytelling to Teach Children Biodiversity

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