Adaptive learning is an educational method that utilizes computers as an interactive teaching device. Intelligent tutoring systems, or educational agents, use adaptive learning techniques to adapt to each student's needs and learning styles in order to individualize learning. Effective educational agents should accomplish two essential goals during the learning process -1) monitor engagement of the student during the interaction and 2) apply behavioral strategies to maintain the student's attention when engagement decreases. This paper focuses on the second objective of reengaging students using various behavioral strategies through the utilization of a robotic educational agent. Details are provided on the overall system approach and the forms of verbal and nonverbal cues used by the robotic agent. Results derived from 24 students engaging with the robot during a computer-based math test show that, while various forms of behavioral strategies increase test performance, combinations of verbal cues result in a slightly better outcome.

Studies have shown that teaching processes, which incorporate robotic-based engagement methods, can approach the effectiveness of human tutors. Not only have these sociallyengaging robots been used in education, but also as weightloss coaches, play partners, and companions. As such, in this paper we investigate the process of embedding social interaction within a humanoid-student learning scenario in order to reengage children during high-demand cognitive tasks. We discuss the overall system approach and the forms of multi-modal verbal and nonverbal (i.e. gestural) cues used by the robotic agent. Results derived from 20 children, age 13 through 18, engaging with the robot during a tablet-based algebra exam show that, while various forms of social interaction increase test performance, combinations of verbal cues result in a slightly better outcome with respect to test completion time.

The entorhinal-hippocampal circuit is one of the earliest sites of cortical pathology in Alzheimer's disease (AD). Visuospatial memory paradigms that are mediated by the entorhinal-hippocampal circuit may offer a means to detect memory impairment during the early stages of AD. In this study, we developed a 4-min visuospatial memory paradigm called VisMET (Visuospatial Memory Eye-Tracking Task) that passively assesses memory using eye movements rather than explicit memory judgements. We had 296 control or memory-impaired participants view a set of images followed by a modified version of the images with either an object removed, or a new object added. Healthy controls spent significantly more time viewing these manipulations compared to subjects with mild cognitive impairment and AD. Using a logistic regression model, the amount of time that individuals viewed these manipulations could predict cognitive impairment and disease status with an out of sample area under the receiver-operator characteristic curve of 0.85. Based on these results, VisMET offers a passive, sensitive, and efficient memory paradigm capable of detecting objective memory impairment and predicting cognitive and disease status.

Studies have shown that the use of verbal encouragement strategies in education is able to maximize learning. This idea is derived from traditional classroom settings where teachers use a multitude of behavioral strategies to maintain the students' level of engagement. Motivated by these educational practices, we discuss the use of a Socially Interactive Robotic Tutor (SIRT) that incorporates a variety of verbal cues into multiple math learning scenarios. In this paper, we present the robotic tutor, the methods used to engage students in the learning scenario, and results from integrating the robotic tutor in the classroom environment. Results derived from 44 students engaging with SIRT during a tablet-based math test show that, when compared to non-interactive methods, verbal cues are able to increase and/or maintain student engagement regardless of student age and math content level.

Individuals who have impairments in their motor skills typically engage in rehabilitation protocols to improve the recovery of their motor functions. In general, engaging in physical therapy can be tedious and difficult, which can result in demotivating the individual. This is especially true for children who are more susceptible to frustration. Thus, different virtual reality environments and play therapy systems have been developed with the goal of increasing the motivation of individuals engaged in physical therapy. However, although previously developed systems have proven to be effective for the general population, the majority of these systems are not focused on engaging children. Given this motivation, we discuss two technologies that have been shown to positively engage children who are undergoing physical therapy. The first is called the Super Pop VR TM game; a virtual reality environment that not only increases the child's motivation to continue with his/her therapy exercises, but also provides feedback and tracking of patient performance during game play. The second technology integrates robotics into the virtual gaming scenario through social engagement in order to further maintain the child's attention when engaged with the system. Results from preliminary studies with typically-developing children have shown their effectiveness. In this chapter, we discuss the functions and advantages of these technologies, and their potential for being integrated into the child's intervention protocol.