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

    85 Citations (Scopus)
    1001 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)978145034953-6/18/03
    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
    Country/TerritoryUnited 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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