Guidelines for designing social robots as second language tutors

T. Belpaeme, P.A. Vogt, R. van den Berghe, K. Bergmann, T. Goksun, M. de Haas, J. Kanero, J. Kennedy, A. Kuntay, O. Oudgenoeg-Paz, F. Papadopoulos, F. Schodde, J. Verhagen, C. Wallbridge, B. Willemsen, J.M.S. de Wit, V. Geckin, L. Hoffmann, L. Kopp, E.J. KrahmerE. Mamus, J,M. Montanier, C. Oranc, A. Pandey

Research output: Contribution to journalArticleScientificpeer-review

37 Citations (Scopus)

Abstract

In recent years, it has been suggested that social robots have potential as tutors and educators for both children and adults. While robots have been shown to be effective in teaching knowledge and skill-based topics, we wish to explore how social robots can be used to tutor a second language to young children. As language learning relies on situated, grounded and social learning, in which interaction and repeated practice are central, social robots hold promise as educational tools for supporting second language learning. This paper surveys the developmental psychology of second language learning and suggests an agenda to study how core concepts of second language learning can be taught by a social robot. It suggests guidelines for designing robot tutors based on observations of second language learning in human-human scenarios, various technical aspects and early studies regarding the effectiveness of social robots as second language tutors.

Original languageEnglish
Pages (from-to)325-341
Number of pages17
JournalInternational Journal of Social Robotics
Volume10
Issue number3
DOIs
Publication statusPublished - Jun 2018

Keywords

  • ACQUISITION
  • ASSISTIVE ROBOT
  • BILINGUAL INFANTS
  • CLASSROOM
  • DUAL LANGUAGE EXPOSURE
  • ENGAGEMENT
  • Human-robot interaction
  • KINDERGARTEN
  • Robot tutor
  • SPEECH
  • Second language learning
  • Social robot
  • VOCABULARY INTERVENTION
  • YOUNG-CHILDREN

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