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 |
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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 |
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Abbreviated title | HRI |
Country/Territory | Korea, Democratic People's Republic of |
City | Daegu |
Period | 11/03/19 → 14/03/19 |
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Best Paper Award
Vogt, P. (Recipient), de Haas, M. (Recipient), de Wit, J. (Recipient) & Krahmer, E. (Recipient), 14 Mar 2019
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