Effects of social presence and social role on help-seeking and learning

Abstract

The unique social presence of robots can be leveraged in learning situations to reduce student evaluation anxiety, while still providing instructional guidance. Furthermore, social role of the instructor can also impact the prevalence of evaluation apprehension. In this study, we examine how human and robot social role affects help-seeking behaviors and learning outcomes in a one-on-one tutoring setting. Our results show that helpseeking is a moderator of the relationship between condition and learning, with the "human teacher" condition resulting in significantly less learning (and marginally less help-seeking) than the "human assistant" and both robot conditions.

From characterising three years of HRI to methodology and reporting recommendations

“…When employed, Wizard-of-Oz necessitates special care: since the interaction becomes partially (or in some cases, entirely) a human-human interaction, mediated by a 'mechanical puppet', the researchers need to ensure replicability of the wizarded behaviours between participants, and be careful not to introduce human biases [7]. To avoid these pitfalls, a common practice entails the wizard strictly adhering to a pre-defined interaction script.…”

Reputation Systems Impact on Help Seeking in MOOC Discussion Forums

“…Items in this part of the inventory include: "I am tense; I am worried" and "I feel calm; I feel secure." Current methods to measure evaluation anxiety also look at the cause of the evaluation anxiety [21] [2]. To measure experienced evaluation anxiety, a subset of items used to measure negative affect are used as a scale.…”

“…To measure experienced evaluation anxiety, a subset of items used to measure negative affect are used as a scale. These items include negative affects specifically related to anxiety: nervous, worried, calm, tense, and relaxed [21]. .…”

“…To measure participant perceptions of expectancies, values, evaluation anxiety, and help seeking outcomes we employed a series of survey instruments. The dependent measures and survey items employed were: Expectancies and Values of Help Sources inspired by Makara & Karabenick [3], Intention to Seek and Avoid Help from this help source, adapted from Wolters et al [15] and Costs of Seeking Help in a Particular Context: Evaluation Anxiety measures from Leary et al [21].Measures for Intention to Seek and Avoid Help and Evaluation Anxiety were pulled from their original sources and mildly adapted to fit the nature of the experimental set up. However, measures of EVT-HS were previously nonexistent and as such, we constructed six Likert scale items: Expectancy 1) <This person> is available to give me help.…”

Response prompting for intelligent robot instruction of students with intellectual disabilities

“…The potential advantages for robot instructors are becoming widely recognized: in [4] social robots interacted with 18-24 month-olds for early childhood education; [5] studied kindergarten-aged children and provided guidelines for using robot tutors in classrooms; the impact of a robot's perceived social role on a student's likeliness to seek educational assistance was examined in [6]; the effects of personalizing a robot's instruction based on an online skill assessment were presented in [7].…”