An Ambient Agent Model for a Reading Companion Robot

Ghanimi, Hayder M. A.; Aziz, Azizi Ab; Ahmad, Faudziah

doi:10.1007/978-3-319-48517-1_9

Cited by 2 publications

(6 citation statements)

References 14 publications

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“…Therefore, the requirement of user control to manually turn the page was not regarded neither convenient nor fun for children in the robot co-reader group. These findings suggested children's mechanistic view of robotic support for reading and echoed previous studies using on-device reading companions (Ghanimi et al, 2016;Kantor et al, 2012) about children's expectations of an ambient and omniscient agent. The child participants believed Robot Julia should be a machine in its nature.…”

Section: Perception Toward Reading Companionssupporting

confidence: 78%

“…Child participants perceived the robot as a mechanistic being for monitoring and listening to their reading and for providing corresponding support in the forms of suggesting and mentoring. The finding that they appreciated the robot's presence during their reading echoed those of previous studies in formal education (Benitti, 2012;Ghanimi et al, 2016;Kantor et al, 2012;Wang et al, 2013) about children's preferences for social robots. But the results of this study further suggested that in the reading activities, the social robot was preferred as more of a co-reader than as a reading instructor.…”

Section: Perception Toward Reading Companionssupporting

confidence: 75%

“…Their results suggested that social robots successfully kept children cognitively and emotionally engaged in learning activities through iterative and extensive interactions. According to their findings, robots possessed the potential to play significant roles as reading companions, such as a provider of content (Bamkin, Goulding, & Maynard, 2013;ChanLin, 2018), a model of a successful reader (Fridin, 2014), a co-reader to provide partnership (Kantor et al, 2012), a guide of reading (Lin et al, 2014) and a phonics tutor to facilitate children's language learning (Ghanimi et al, 2016).…”

Section: Social Robot As a Reading Companionmentioning

confidence: 99%

“…While one-on-one co-reading offered a degree of independence that could be sensitively tuned to individual needs, the provision of tactful and stimulating support has long been desired by reading instructors (Blewitt et al, 2009;Locher, Becker, & Pfost, 2019;Piasta et al, 2012). But it remained difficult for humans to provide such dynamic and adaptive companionship and therefore required intelligent computing systems (Ghanimi et al, 2016;Kantor et al, 2012). Furthermore, in addition to replacing teachers or storytellers, the extensive roles assigned to social and service robots are still under-studied and require empirical exploration and systematic examination.…”

Section: Social Robot As a Reading Companionmentioning

confidence: 99%

“…British Journal of Educational Technology Vol 51 No 5 2020 evidence regarding the positive relationship between reading performance and the presence of a reading companion (Fiala & Sheridan, 2003;Ghanimi, Ab Aziz, & Ahmad, 2016;Kantor et al, 2012;Kim & White, 2008;O'Connor, Bocian, Beebe-Frankenberger, & Linklater, 2010), this study endeavoured to address the gap in the literature and explore the context as well as the companionship of co-readers for child patrons in libraries.…”

mentioning

confidence: 99%

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Reading with robot and human companions in library literacy activities: A comparison study

Yueh¹,

Lin²,

Wang³

et al. 2020

Brit J Educational Tech

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Motivated by mixed evidence on the effectiveness of reading companions on children’s reading performance, as well as the clear and present need for libraries to conduct literacy education, this study sought to investigate the feasibility of using social robots in library literacy activities and to extract the essential functions of effective reading companions by comparing human and robot co‐readers. A humanoid robot, Robot Julia, was developed as a social robot to provide oral conversation and offer children tactful and stimulating support for their reading. An experimental study was conducted to examine child patrons’ perceptions and performance in reading activities with the robot companion as compared to human companions. A total of 36 elementary school children participated in the study. The results positively supported that the participants perceived the robot companion as more favourable and desirable to read with than a human co‐reader. The children favoured robotic verbalisation over human verbalisation. According to the results of the comparison, cognitively it was found that human and robot companions facilitated children’s reading comprehension in different ways and that the children performed similarly well with both kinds of reading companions. Affectively, the robot co‐reader induced more social interaction during the reading sessions. Despite all the positive aspects, it is also necessary to consider the limitations including the novelty effect of the approach. This study contributes empirical evidence in the pragmatic field of library science and expands upon social robot research by exploring one‐on‐one child–robot interactions in reading, as opposed to the group contexts in previous studies.

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Section: Perception Toward Reading Companionssupporting

confidence: 78%

Section: Perception Toward Reading Companionssupporting

confidence: 75%

Section: Social Robot As a Reading Companionmentioning

confidence: 99%

Section: Social Robot As a Reading Companionmentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Reading with robot and human companions in library literacy activities: A comparison study

Yueh¹,

Lin²,

Wang³

et al. 2020

Brit J Educational Tech

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Reading with Robots: A Personalized Robot-Based Learning Companion for Solving Cognitively Demanding Tasks

Aziz

Ghanimi

2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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Soon, sociable companion robots will become indispensable for providing related support in our daily living and tasks. This paper provides process, design perspectives, and deployment of a reading companion robot (IQRA') that monitors the cognitive load level of a reader during demanding reading tasks and to provide support for readers to complete tasks. Current technological solutions only cover external design aspects of the application and have no adaptive mechanisms to deal with dynamics with the reader's perspectives and environment. Inspired by several theories from cognitive psychology domains, a computational model of the cognitive load was developed as a basis for reasoning and analytical purposes. This analytical ability provides the robot with a computational mechanism to reason in human-like manners and analyses of the functioning of observed conditions. This is essential in providing better-informed actions and intelligent analysis. Besides, the physical and software design of the robot and essential concepts in human-robot interaction are covered. Also, five evaluation constructs were chosen to evaluate the capability of our robotbased platform. These constructs are; 1) likeability, 2) perceived intelligence, 3) sociability, 4) social presence, and 5) cognitive load. The overall results from the pilot study support the practical usage of our proposed robotic solution.

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An Ambient Agent Model for a Reading Companion Robot

Cited by 2 publications

References 14 publications

Reading with robot and human companions in library literacy activities: A comparison study

Reading with robot and human companions in library literacy activities: A comparison study

Reading with Robots: A Personalized Robot-Based Learning Companion for Solving Cognitively Demanding Tasks

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