Effectiveness of a robot for supporting expression education

Suzuki, Koki; Kanoh, Masayoshi

doi:10.1109/taai.2015.7407119

Cited by 3 publications

(12 citation statements)

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“…The Ifbot nods for both the groups that use the robot as an instructor. The data in our previous study [6] was used to represent groups in which the robot or human instructor does not nod (Rw/oNw/H, Rw/oNw/oH, Hw/oNw/H, and Hw/oNw/oH). Note that there is no overlapping between the learners in the present study and those in the previous study.…”

Section: Experiments Methodsmentioning

confidence: 99%

“…Note that there is no overlapping between the learners in the present study and those in the previous study. However, the experiment procedure is the same as in the previous study [6]. The experiment was conducted during a single 1-h session on a weekly basis over a fiveweek period (i.e., making up five sessions in total).…”

Section: Experiments Methodsmentioning

confidence: 99%

“…The score difference was used as the evaluation criterion for the effect of learning. This evaluation criterion is similar to our previous study [6]. After the completion of the follow-up activity, the learners were interviewed about their views or impressions of the human instructor and the robot.…”

Section: Evaluation Criteriamentioning

confidence: 95%

“…In order to verify the effect of providing hints and nodding by the proposed robot (Rw/Nw/H), t-tests were carried out between the proposed-robot group (Rw/Nw/H) and the other groups to determine the statistical significance of the differences among the groups' scores. Paired t-tests were used to compare the groups set up in the present study, while unpaired t-tests were used to compare the present results with the experiment results of the previous study [6]. Since seven tests are carried out in the present experiment, the issue of multiplicity arises.…”

Section: Score Difference Between the Advance And Follow-up Activitymentioning

confidence: 99%

“…While there have been attempts to introduce video materials [4] and board systems [5] to expression education, there have been no studies in which a robot has been used as a substitute instructor. Accordingly, we proposed an expression education support robot that gives hints to learners [6], based on the research findings that suggested that giving hints is a valid technique to support learning [7]. While the results of experiments suggested the possibility of using hints to support learning, we found that it is necessary to introduce some way to make learners interested in the robot.…”

Section: Introductionmentioning

confidence: 99%

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Investigating Effectiveness of an Expression Education Support Robot That Nods and Gives Hints

Suzuki¹,

Kanoh²

2017

J. Adv. Comput. Intell. Intell. Inform.

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In recent years, expression education, which improves the imagination and communication skills, has been attracting attention. It is necessary to provide the appropriate support and evaluation to each expression education student based on their imagination level and individual learning skills. However, it is difficult to match the individual students’ needs in the present educational institutions, where the instructions are typically offered in group settings. In this study, a robot is used as a substitute to the human instructor. Previous studies in the field proposed the use of robots that offer hints to boost the students’ imagination. This paper suggested that the robot had an education-support effect similar to that of a human instructor. However, it is critical to ensure that the learners are interested in the robot in order to achieve positive learning effects. Thus, we performed an experiment to verify the effectiveness of an expression education support robot that nods, as a form of non-verbal communication. The study results indicate the success of the proposed robot in improving the students learning effect and suggest the effectiveness of nodding as well as providing hints.

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Section: Experiments Methodsmentioning

confidence: 99%

Section: Experiments Methodsmentioning

confidence: 99%

Section: Evaluation Criteriamentioning

confidence: 95%

Section: Score Difference Between the Advance And Follow-up Activitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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