The Effect of a Robot’s Gestures and Adaptive Tutoring on Children’s Acquisition of Second Language Vocabularies

Jan de Wit, Thorsten Schodde, Bram Willemsen, Kirsten Bergmann, Mirjam de Haas, Stefan Kopp, Emiel Krahmer, Paul Vogt

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

24 Citations (Scopus)
253 Downloads (Pure)

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.
Original languageEnglish
Title of host publicationProceedings of the 2018 ACM/IEEE International Conference on Human-Robot Interaction
PublisherACM
Pages50-58
Number of pages9
ISBN (Print)978-1-4503-4953-6/18/03
Publication statusPublished - Mar 2018
Event2018 ACM/IEEE International Conference on Human-Robot Interaction - McCormick Place, Chicago, United States
Duration: 5 Mar 20188 Mar 2018
http://humanrobotinteraction.org/2018/

Conference

Conference2018 ACM/IEEE International Conference on Human-Robot Interaction
Abbreviated titleHRI 2018
CountryUnited States
CityChicago
Period5/03/188/03/18
Internet address

Keywords

  • Language tutoring
  • Robotics
  • Education
  • Human-Robot Interaction
  • Bayesian Knowledge Tracing
  • Non-verbal communication

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