Why We Should Build Robots That Both Teach and Learn

Adamson, Timothy; Ghose, Debasmita; Yasuda, Shannon; Shepard, Lucas Jehu Silva; Lewkowicz, Michal A.; Duan, Joyce; Scassellati, Brian

doi:10.1145/3434073.3444647

Cited by 4 publications

(2 citation statements)

References 38 publications

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“…The designed system also reminding the child when it is not familiar with the problem statement, promoting the child when child forgot something related to the problem statement, reflecting the child when child made wrong attempt also providing the proper guidance to the student. Adamson et al [14] designed the system that should both learn and teach, they make the system that play the musical harmonies, the system uses the Bayesian Knowledge Tracing (BKT) and deep Knowledge Tracing (DKT). By observing the teacher, their system will learn the music harmonic playing and after training it will now able to teach the other student how to play the given music harmonic.…”

Section: Literature Surveymentioning

confidence: 99%

A Review on HRI for Child Learning

Morya¹,

Raja²

2022

IJERCSE

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Human robot interaction (HRI) becomes an effective method of interacting with kids. Many HRI's system are currently available. In this paper, a review of various robotic tutor system based on design aspects, safety aspects, mechanical and electronic aspects of robots, learning outcome of kids, type of interaction, configuration of various learning modules, real time behavior monitoring and socio centric aspect are presented in this paper. As the robot tutoring has several benefits over human tutoring because these kinds of system have various pre-installed learning modules so that without any human monitoring child learn its concept. The robotic system is now a days become very effective for the learner for real time applications

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Section: Literature Surveymentioning

confidence: 99%

A Review on HRI for Child Learning

Morya¹,

Raja²

2022

IJERCSE

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“…Social robots are increasingly being used as learning peers and tutors ( Adamson et al, 2021 ), and their unique ability to socially interact with children while being co-located has situated them well as creativity support tools (CST). Previous work has shown that robots are more effective than other mediums used for CSTs, such as screen-based interfaces ( Kahn et al, 2016 ; Ali, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Social Robots as Creativity Eliciting Agents

et al. 2021

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Can robots help children be more creative? In this work, we posit social robots as creativity support tools for children in collaborative interactions. Children learn creative expressions and behaviors through social interactions with others during playful and collaborative tasks, and socially emulate their peers’ and teachers’ creativity. Social robots have a unique ability to engage in social and emotional interactions with children that can be leveraged to foster creative expression. We focus on two types of social interactions: creativity demonstration, where the robot exhibits creative behaviors, and creativity scaffolding, where the robot poses challenges, suggests ideas, provides positive reinforcement, and asks questions to scaffold children’s creativity. We situate our research in three playful and collaborative tasks - the Droodle Creativity game (that affords verbal creativity), the MagicDraw game (that affords figural creativity), and the WeDo construction task (that affords constructional creativity), that children play with Jibo, a social robot. To evaluate the efficacy of the robot’s social behaviors in enhancing creative behavior and expression in children, we ran three randomized controlled trials with 169 children in the 5–10 yr old age group. In the first two tasks, the robot exhibited creativity demonstration behaviors. We found that children who interacted with the robot exhibiting high verbal creativity in the Droodle game and high figural creativity in the MagicDraw game also exhibited significantly higher creativity than a control group of participants who interacted with a robot that did not express creativity (p < 0.05*). In the WeDo construction task, children who interacted with the robot that expressed creative scaffolding behaviors (asking reflective questions, generating ideas and challenges, and providing positive reinforcement) demonstrated higher creativity than participants in the control group by expressing a greater number of ideas, more original ideas, and more varied use of available materials (p < 0.05*). We found that both creativity demonstration and creativity scaffolding can be leveraged as social mechanisms for eliciting creativity in children using a social robot. From our findings, we suggest design guidelines for pedagogical tools and social agent interactions to better support children’s creativity.

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