Second Language Tutoring using Social Robots. A Large-Scale Study.

Paul Vogt; Rianne van den Berghe; Mirjam de Haas; Laura Hoffmann; Junko Kanero; Ezgi Mamus; Jean-Marc Montanier; Cansu Oranc; Ora Oudgenoeg-Paz; Daniel H Garcia; Fotios Papadopoulos; Thorsten Schodde; Josje Verhagen; Chris D Wallbridge; Bram Willemsen; Jan de Wit; Tony Belpaeme; Tilbe Göksun; Stefan Kopp; Emiel Krahmer; Aylin C Küntay; Paul Leseman; Amit K. Pandey

Second Language Tutoring using Social Robots. A Large-Scale Study.

Paul Vogt^*, Rianne van den Berghe, Mirjam de Haas, Laura Hoffmann, Junko Kanero, Ezgi Mamus, Jean-Marc Montanier, Cansu Oranc, Ora Oudgenoeg-Paz, Daniel H Garcia, Fotios Papadopoulos, Thorsten Schodde, Josje Verhagen, Chris D Wallbridge, Bram Willemsen, Jan de Wit, Tony Belpaeme, Tilbe Göksun, Stefan Kopp, Emiel KrahmerAylin C Küntay, Paul Leseman, Amit K. Pandey

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Scientific › peer-review

Abstract

We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.

Original language	English
Title of host publication	Second Language Tutoring using Social Robots. A Large-Scale Study.
Place of Publication	Daegu, Korea (South), Korea (South)
Publisher	IEEE
Pages	497-505
ISBN (Electronic)	9781538685556
ISBN (Print)	9781538685563
Publication status	Published - 11 Mar 2019
Event	2019 ACM/IEEE International Conference on Human Robot Interaction - Daegu, Korea, Democratic People's Republic of Duration: 11 Mar 2019 → 14 Mar 2019

Conference

Conference	2019 ACM/IEEE International Conference on Human Robot Interaction
Abbreviated title	HRI
Country/Territory	Korea, Democratic People's Republic of
City	Daegu
Period	11/03/19 → 14/03/19

Best Paper Award
Vogt, P. (Recipient), de Haas, M. (Recipient), de Wit, J. (Recipient) & Krahmer, E. (Recipient), 14 Mar 2019
Prize

Cite this

Vogt, P., van den Berghe, R., de Haas, M., Hoffmann, L., Kanero, J., Mamus, E., Montanier, J.-M., Oranc, C., Oudgenoeg-Paz, O., Garcia, D. H., Papadopoulos, F., Schodde, T., Verhagen, J., Wallbridge, C. D., Willemsen, B., de Wit, J., Belpaeme, T., Göksun, T., Kopp, S., ... Pandey, A. K. (2019). Second Language Tutoring using Social Robots. A Large-Scale Study. In Second Language Tutoring using Social Robots. A Large-Scale Study. (pp. 497-505). IEEE.

@inproceedings{76e94db6969b4c5d89134368e77bb868,

title = "Second Language Tutoring using Social Robots. A Large-Scale Study.",

abstract = "We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.",

author = "Paul Vogt and {van den Berghe}, Rianne and {de Haas}, Mirjam and Laura Hoffmann and Junko Kanero and Ezgi Mamus and Jean-Marc Montanier and Cansu Oranc and Ora Oudgenoeg-Paz and Garcia, {Daniel H} and Fotios Papadopoulos and Thorsten Schodde and Josje Verhagen and Wallbridge, {Chris D} and Bram Willemsen and {de Wit}, Jan and Tony Belpaeme and Tilbe G{\"o}ksun and Stefan Kopp and Emiel Krahmer and K{\"u}ntay, {Aylin C} and Paul Leseman and Pandey, {Amit K.}",

year = "2019",

month = mar,

day = "11",

language = "English",

isbn = "9781538685563",

pages = "497--505",

booktitle = "Second Language Tutoring using Social Robots. A Large-Scale Study.",

publisher = "IEEE",

note = "2019 ACM/IEEE International Conference on Human Robot Interaction, HRI ; Conference date: 11-03-2019 Through 14-03-2019",

}

Vogt, P, van den Berghe, R, de Haas, M, Hoffmann, L, Kanero, J, Mamus, E, Montanier, J-M, Oranc, C, Oudgenoeg-Paz, O, Garcia, DH, Papadopoulos, F, Schodde, T, Verhagen, J, Wallbridge, CD, Willemsen, B, de Wit, J, Belpaeme, T, Göksun, T, Kopp, S, Krahmer, E, Küntay, AC, Leseman, P & Pandey, AK 2019, Second Language Tutoring using Social Robots. A Large-Scale Study. in Second Language Tutoring using Social Robots. A Large-Scale Study.. IEEE, Daegu, Korea (South), Korea (South), pp. 497-505, 2019 ACM/IEEE International Conference on Human Robot Interaction, Daegu, Korea, Democratic People's Republic of, 11/03/19.

Second Language Tutoring using Social Robots. A Large-Scale Study. / Vogt, Paul; van den Berghe, Rianne; de Haas, Mirjam et al.
Second Language Tutoring using Social Robots. A Large-Scale Study.. Daegu, Korea (South), Korea (South): IEEE, 2019. p. 497-505.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Scientific › peer-review

TY - GEN

T1 - Second Language Tutoring using Social Robots. A Large-Scale Study.

AU - Vogt, Paul

AU - van den Berghe, Rianne

AU - de Haas, Mirjam

AU - Hoffmann, Laura

AU - Kanero, Junko

AU - Mamus, Ezgi

AU - Montanier, Jean-Marc

AU - Oranc, Cansu

AU - Oudgenoeg-Paz, Ora

AU - Garcia, Daniel H

AU - Papadopoulos, Fotios

AU - Schodde, Thorsten

AU - Verhagen, Josje

AU - Wallbridge, Chris D

AU - Willemsen, Bram

AU - de Wit, Jan

AU - Belpaeme, Tony

AU - Göksun, Tilbe

AU - Kopp, Stefan

AU - Krahmer, Emiel

AU - Küntay, Aylin C

AU - Leseman, Paul

AU - Pandey, Amit K.

PY - 2019/3/11

Y1 - 2019/3/11

N2 - We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.

AB - We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.

M3 - Conference contribution

SN - 9781538685563

SP - 497

EP - 505

BT - Second Language Tutoring using Social Robots. A Large-Scale Study.

PB - IEEE

CY - Daegu, Korea (South), Korea (South)

T2 - 2019 ACM/IEEE International Conference on Human Robot Interaction

Y2 - 11 March 2019 through 14 March 2019

ER -

Second Language Tutoring using Social Robots. A Large-Scale Study.

Abstract

Conference

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Prizes

Best Paper Award

Cite this