Development of Educational System with the Android Robot SAYA and Evaluation

Hashimoto, Takuya; Kato, Naoki; Kobayashi, Hiroshi

doi:10.5772/10667

Cited by 49 publications

(28 citation statements)

References 27 publications

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“…In the proposed setting, all SAYA's behaviors and interactions with the students in the class were teleoperated by a human instructor. The TUS group conducted a series of trial lessons in elementary schools on different topics, testing the effectiveness of the android-type remote system for communication in class [11].…”

Section: Background Of the Studymentioning

confidence: 99%

Science Class with RoboThespian: Using a Robot Teacher to Make Science Fun and Engage Students

Verner

Polishuk

Krayner

2016

IEEE Robot. Automat. Mag.

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Using a Robot Teacher to Make Science Fun and Engage StudentsT here is growing interest in observing how interaction with a robot can enhance human learning. Recent studies of educational processes mediated by human-like robots (HLRs) focused mainly on individual learning with robot companions. This article presents a study of a science lesson mediated by the life-size humanoid robot, RoboThespian. Participants in the study were school groups from grades 5-7 who participated in a lesson at the science museum MadaTech in two different classroom environments. The study evaluated the effectiveness in learning new science concepts and creating positive perceptions of the robot teacher. The results show that the lesson achieved its educational objectives. The level of learning interaction was influenced by the design of learning activities, robot behaviors, and the students' perceived psychological distance from the robot. Overview of an HLRInteractive robotic environments are widely used to facilitate playful experience, that allow elementary school students to acquire necessary knowledge and skills [1]. Science museums are placing greater emphasis on presenting robots as exhibits, remote facilitators, and entertaining guides, exposing visitors to innovative technologies and providing services and information attractively [2], [3].Recent progress in intelligent robotics has opened new opportunities for learning through interaction with robots. Student-robot interaction (SRI) is a new, rapidly growing direction of research, which considers how interaction with a robot can facilitate and enhance human learning [4], [5]. Inter-

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Section: Background Of the Studymentioning

confidence: 99%

Science Class with RoboThespian: Using a Robot Teacher to Make Science Fun and Engage Students

Verner

Polishuk

Krayner

2016

IEEE Robot. Automat. Mag.

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“…A distinguished robotic head is the Flobi head, developed by [11] that has 3DOF for the eyes and 3DOF for the neck, with speeds close to human kinematics. Finally, several heads have been developed for HRI applications copying the human appearance, such as the heads made by Hiroshi Ishiguro [24], or the SAYA head [25], incorporating 2 or 3 DOF on the eyes, actuated at usually low speeds. By contrast, the Romeo head employs 4 DOF in the eyes with independent control that allows stereo vision at different targets.…”

Section: Introductionmentioning

confidence: 99%

Head-eyes system and gaze analysis of the humanoid robot Romeo

Pateromichelakis

Mazel

Hache

et al. 2014

2014 IEEE/RSJ International Conference on Intelligent Robots and Systems

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In this work we present the head assembly and the gaze shifting capabilities of the bipedal humanoid robot Romeo. The purpose of the head system is to provide a reliable hardware platform for Human-Robot Interaction (HRI) applications, stereo vision based navigation or gazing experiments, either as stand-alone version or in synergy with the body movements. Towards this purpose, the number of joints, the angular range, speed and acceleration of the eyes and neck rotations should be should be in agreement with human psychophysics, i.e. reproducing realistic kinematics. We present a mechatronic system of the head and neck; accompanied by experimental results of head-fixed eye movements, solely head rotations, as well as eye-head cooperative motion for large angles of gaze shifting. We compare the values achieved by the prototype, with those of an average adult human.

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“…Triggering interest is characterized by curiosity, which is the first phase of the interest loop model. Previous studies evidenced that robotics can be a great motivational and inspirational tool for students to increase their curiosity and interest in learning (Apiola, Lattu, & Pasanen, 2010;Hashimoto, Kato, & Kobayashi, 2011). Robotics activities are new to young students' daily learning environment, and therefore, the innovative way of using robots in teaching and learning may raise students' curiosity.…”

Section: Triggering Interestmentioning

confidence: 99%

Nurture interest-driven creators in programmable robotics education: an empirical investigation in primary school settings

Kong

Wang

2019

RPTEL

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In response to the call from the founders of the Interest-Driven Creator (IDC) theory, this study aimed to explore the relationship of the interest loop with creativity in the context of robotics education. Specifically, we designed a programmable robotics course for primary school students. We attempted to explore in detail how interest loop, i.e., triggering interest, immersing interest, and extending interest, exerts influences on students' robotics creation. Eight hundred one online questionnaires were collected from students who participated in our designed programmable robotics activities. Confirmatory factor analysis (CFA) was first used for validation of each study variable, and results suggested a good fit of the study variables in terms of convergent and discriminant validity. Then, structural equation modeling (SEM) was conducted for examining the potential relationships between them, and results indicated significant and positive paths from triggering interest to immersing interest, and from immersing interest to extending interest, suggesting the valid theoretical proposition of interest loop of IDC theory. In addition, immersing interest is positively related to robotics creation, which in turn increases the chance of extending interest. Our findings suggested the importance of raising students' interest in robotics learning such that young students can become life-long interestdriven creators. Implications of the study were discussed at the end of the paper.

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Development of Educational System with the Android Robot SAYA and Evaluation

Cited by 49 publications

References 27 publications

Science Class with RoboThespian: Using a Robot Teacher to Make Science Fun and Engage Students

Science Class with RoboThespian: Using a Robot Teacher to Make Science Fun and Engage Students

Head-eyes system and gaze analysis of the humanoid robot Romeo

Nurture interest-driven creators in programmable robotics education: an empirical investigation in primary school settings

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