Child-operated telepresence robot: A field trial connecting classrooms between Australia and Japan

Tanaka, Fumihide; Takahashi, Toshimitsu; Matsuzoe, Shizuko; Tazawa, Nao; Murakami, Masahiko

doi:10.1109/iros.2013.6697211

Cited by 31 publications

(16 citation statements)

References 7 publications

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“…Significant improvements in students' task engagement have been repeatedly reported in RALL. Students exhibit more concentration than when using computers, audio, books, or virtual agents [21,37,96,100,108]. Using a disembodied voice and a virtual robot as controls, Wedenborn found that adult learners reported significantly more engagement when learning with the physical robot [108].…”

Section: Engagementmentioning

confidence: 99%

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A Survey of Robot-Assisted Language Learning (RALL)

Randall

2019

J. Hum.-Robot Interact.

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Robot-assisted language learning (RALL) is becoming a more commonly studied area of human-robot interaction (HRI). This research draws on theories and methods from many different fields, with researchers utilizing different instructional methods, robots, and populations to evaluate the effectiveness of RALL. This survey details the characteristics of robots used-form, voice, immediacy, non-verbal cues, and personalizationalong with study implementations, discussing research findings. It also analyzes robot effectiveness. While research clearly shows that robots can support native and foreign language acquisition, it has been unclear what benefits robots provide over computer-assisted language learning. This survey examines the results of relevant studies from 2004 (RALL's inception) to 2017. Results suggest that robots may be uniquely suited to aid in language production, with apparent benefits in comparison to other technology. As well, research consistently indicates that robots provide unique advantages in increasing learning motivation and in-task engagement, and decreasing anxiety, though long-term benefits are uncertain. Throughout this survey, future areas of exploration are suggested, with the hope that answers to these questions will allow for more robust design and implementation guidelines in RALL.

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Section: Engagementmentioning

confidence: 99%

“…Increased engagement even seems to occur when the students are the ones operating the robot. Tanaka et al observed that students using a telepresence robot during a language lesson responded to the teacher more than when they used Skype [100].…”

Section: Engagementmentioning

confidence: 99%

A Survey of Robot-Assisted Language Learning (RALL)

Randall

2019

J. Hum.-Robot Interact.

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“…Although the goal was to provide an opportunity for international exchange by allowing children on both sides to interact with each other, we observed that even shy children could enjoy communicating with others on the remote side when a different language was used [13]. However, the participants of this international trial were older than our target children described above.…”

Section: Pilot Observations In Schoolsmentioning

confidence: 75%

“…The main contribution of that study was the development of a tricycle-style operation interface, which enabled children as young as 3 years old to remotely control a robot placed in a remote location. Then, we also conducted an international field trial, which involved connecting two classrooms in Australia and Japan using the system [13]. As will be explained in Section 3, we observed that children enjoyed interacting with other children in foreign countries, and it appeared that the idea of using telepresence robots would work well for remote education.…”

Section: Telepresence Robot For Childrenmentioning

confidence: 92%

Telepresence robot helps children in communicating with teachers who speak a different language

Tanaka

Takahashi

Matsuzoe

et al. 2014

Proceedings of the 2014 ACM/IEEE International Conference on Human-Robot Interaction

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This study reports the advantages of using a child-operated telepresence robot system for the purpose of remote education. Video conferencing is already common in educational settings, where a foreign language is taught by a native teacher from a remote location; however, there is a serious issue in that children tend to have difficulties or freeze when facing teachers who speak a different language over a monitor. We hypothesize that a child-operated telepresence robot that offers physical participation and operability will help to address this issue. To investigate this hypothesis, we conduct a field experiment with 52 participants (4-8 years old) in classroom environments, and the use of a telepresence robot system is compared with a baseline Skype condition. The results show the advantages of the telepresence robot system for both children and teachers.

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“…A telepresence robot can also be used to connect classrooms in different locations. In Tanaka prototype telepresence robot systems in daily educational activities (Tanaka et al, 2013). In summary, robots seem to hold much potential for enhancing hospitalized children's agency and learning, for instance, a hospitalized child could have more agency in his or her own classroom by operating a telepresence robot.…”

Section: Robotsmentioning

confidence: 99%

New Ways to Teach and Learn in China and Finland

Niemi¹,

Jia

2016

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In 2014, the Ministry of Education of the People's Republic of China and the Ministry of Education and Culture of Finland signed the Learning Garden agreement with the intention to establish synergies among various projects and agents involved in Sino-Finnish education cooperation. The University of Helsinki has promoted cooperation with Chinese universities as one of its strategic aims. In late 2014, the mutual understanding between the University of Helsinki and Peking University was updated and signed, and in November 2015 the University of Helsinki and Beijing Normal University decided to establish the joint Sino-Finnish Learning Innovation Institute for cooperation in educational issues in both countries. The editors and authors of this book want to thank the ministries of both countries for the important initiative and for their systematic cooperation. This book is a product of a research collaboration between Chinese and Finnish researchers, especially in the area of educational technology. During the last two years, researchers have held several joint symposiums and conferences in both Peking and Helsinki. It has been amazing how much we have learned from one another despite the vastly different scales of our two countries. All authors are very grateful to their own universities for providing an opportunity for inspiring international collaboration. The Finnish researchers also want to thank the Finnish funding agencies, the National Agency for Technology and Innovations (Tekes) and the Academy of Finland, which have supported the development of educational technology in Finnish educational settings in recent years. The Tekes project Finnable 2020 at the University of Helsinki has been especially important to this book.

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Child-operated telepresence robot: A field trial connecting classrooms between Australia and Japan

Cited by 31 publications

References 7 publications

A Survey of Robot-Assisted Language Learning (RALL)

A Survey of Robot-Assisted Language Learning (RALL)

Telepresence robot helps children in communicating with teachers who speak a different language

New Ways to Teach and Learn in China and Finland

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