Employing Humanoid Robots for Teaching English Language in Iranian Junior High-Schools

Alemi, Minoo; Meghdari, Ali; Ghazisaedy, Maryam

doi:10.1142/s0219843614500224

Cited by 152 publications

(92 citation statements)

References 17 publications

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“…In summary, promising results have been found for the use of robots as constrained language tutors for children and adults, with the presence of the robot improving learning outcomes [1,2,33,64]. However, the impact of robot embodiment in this context has not been explored in depth, leaving an important question largely unanswered: do robots hold an advantage over tablets or virtual characters for language tutoring?…”

Section: Discussionmentioning

confidence: 99%

“…How best to apply this knowledge in the teaching of a foreign language has been explored by different researchers from various perspectives. Alemi et al [1] employed a social robot as an assistant to a teacher over a 5-week period to teach English vocabulary to Iranian students. They found that the class with the robot assistant learned significantly more than that with just the human teacher.…”

Section: Learning From Robotsmentioning

confidence: 99%

“…To achieve this, the interactions between child and robot should be pleasant, challenging, and pedagogically sound. Interactions need to B Paul Vogt p.a.vogt@uvt.nl 1 be pleasant for children to enjoy, challenging so that children remain motivated to learn new skills, and pedagogically sound to ensure that children receive input that optimises their learning gain. One domain in which robots for learning are developed is second language (L2) tutoring (e.g., [1,33,64]).…”

Section: Introductionmentioning

confidence: 99%

“…Interactions need to B Paul Vogt p.a.vogt@uvt.nl 1 be pleasant for children to enjoy, challenging so that children remain motivated to learn new skills, and pedagogically sound to ensure that children receive input that optimises their learning gain. One domain in which robots for learning are developed is second language (L2) tutoring (e.g., [1,33,64]). While much progress has been made in this field, there has not been an effective one-on-one L2 tutoring programme that can be structurally applied in educational settings for various language communities.…”

Section: Introductionmentioning

confidence: 99%

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Guidelines for Designing Social Robots as Second Language Tutors

Belpaeme

Vogt

Berghe

et al. 2018

Int J of Soc Robotics

116

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In recent years, it has been suggested that social robots have potential as tutors and educators for both children and adults. While robots have been shown to be effective in teaching knowledge and skill-based topics, we wish to explore how social robots can be used to tutor a second language to young children. As language learning relies on situated, grounded and social learning, in which interaction and repeated practice are central, social robots hold promise as educational tools for supporting second language learning. This paper surveys the developmental psychology of second language learning and suggests an agenda to study how core concepts of second language learning can be taught by a social robot. It suggests guidelines for designing robot tutors based on observations of second language learning in human-human scenarios, various technical aspects and early studies regarding the effectiveness of social robots as second language tutors.

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Section: Discussionmentioning

confidence: 99%

Section: Learning From Robotsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Guidelines for Designing Social Robots as Second Language Tutors

Belpaeme

Vogt

Berghe

et al. 2018

Int J of Soc Robotics

116

View full text Add to dashboard Cite

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“…Robot tutors are increasingly being explored as a means of delivering education to children in both dyadic [49,70,108] and larger group scenarios [3,79]. However, it remains unclear how a robot should behave socially in order to maximise learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Nonverbal Immediacy as a Characterisation of Social Behaviour for Human–Robot Interaction

Kennedy

Baxter

Belpaeme

2016

Int J of Soc Robotics

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An increasing amount of research has started to explore the impact of robot social behaviour on the outcome of a goal for a human interaction partner, such as cognitive learning gains. However, it remains unclear from what principles the social behaviour for such robots should be derived. Human models are often used, but in this paper an alternative approach is proposed. First, the concept of nonverbal immediacy from the communication literature is introduced, with a focus on how it can provide a characterisation of social behaviour, and the subsequent outcomes of such behaviour. A literature review is conducted to explore the impact on learning of the social cues which form the nonverbal immediacy measure. This leads to the production of a series of guidelines for social robot behaviour. The resulting behaviour is evaluated in a more general context, where both children and adults judge the immediacy of humans and robots in a similar manner, and their recall of a short story is tested. Children recall more of the story when the robot is more immediate, which demonstrates an effect predicted by the literature. This study provides validation for the application of nonverbal immediacy to child-robot interaction. It is proposed that nonverbal immediacy measures could be used as a means of characterising robot social behaviour for human-robot interaction.

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