Abstract
This paper presents a study in which children, four to six years old, were taught words in a second language by a robot tutor. The goal is to evaluate two ways for a robot to provide scaffolding for students: the use of iconic gestures, combined with adaptively choosing the next learning task based on the child’s past performance. The results show a positive effect on long-term memorization of novel words,
and an overall higher level of engagement during the learning activities when gestures are used. The adaptive tutoring strategy reduces the extent to which the level of engagement is diminishing during the later part of the interaction.
and an overall higher level of engagement during the learning activities when gestures are used. The adaptive tutoring strategy reduces the extent to which the level of engagement is diminishing during the later part of the interaction.
Original language | English |
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Title of host publication | Proceedings of the 2018 ACM/IEEE International Conference on Human-Robot Interaction |
Publisher | ACM |
Pages | 50-58 |
Number of pages | 9 |
ISBN (Print) | 978145034953-6/18/03 |
Publication status | Published - Mar 2018 |
Event | 2018 ACM/IEEE International Conference on Human-Robot Interaction - McCormick Place, Chicago, United States Duration: 5 Mar 2018 → 8 Mar 2018 http://humanrobotinteraction.org/2018/ |
Conference
Conference | 2018 ACM/IEEE International Conference on Human-Robot Interaction |
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Abbreviated title | HRI 2018 |
Country/Territory | United States |
City | Chicago |
Period | 5/03/18 → 8/03/18 |
Internet address |
Keywords
- Language tutoring
- Robotics
- Education
- Human-Robot Interaction
- Bayesian Knowledge Tracing
- Non-verbal communication