Engkey: Tele-education Robot

Yun, Sangseok; Shin, Jongju; Kim, Daijin; Kim, Chang Gu; Kim, Munsang; Choi, Mun-Taek

doi:10.1007/978-3-642-25504-5_15

Cited by 36 publications

(19 citation statements)

References 9 publications

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“…Establishing the external validity of the questionnaire, items were achieved by means of literature review of relevant articles [12,[15][16][17] and collaborative work with a group of early childhood education experts, preschool teachers, Is a Robot better than Video for Initiating Remote Social Connections among Children? educational technology engineers, and robotics engineers.…”

Section: Methodsmentioning

confidence: 99%

“…While robotic technology is far more novel in classroom settings, the early use of robots to enable distance foreign language teaching has shown that such applications may promise to be spread out. There are some tele-operated robots controlled by an English speaking human teacher to communicate with English learners at remote sites [16]. We have previously introduced and described the long-term use of our teaching assistant robot Robosem, an educational service robot for English learning [17], which is used in the following study.…”

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confidence: 99%

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Is a Robot better than Video for Initiating Remote Social Connections among Children?

Kim¹,

Han²,

Ju³

2014

Journal of Institute of Control, Robotics and Systems

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Videoconferencing technology is increasingly used in classrooms to introduce children to people from other countries and cultures in order to provide a wider learning experience. However, with traditional screen-based video conferencing technology, research has shown that it is easy for students to miss non-verbal cues that play a key role in developing human relationships. To investigate how children interact differently when their interactions are mediated through screen-based video communication versus robot-mediated communication, we conducted a study with elementary students in Korea, comparing the use of both technologies to introduce classroom students with peer-aged individuals in America. Our findings show that the children displayed more positive emotions during certain tasks and exhibited more interest and intimacy to remote participants in the context of robot-mediated communication than with video-mediated communication.

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Is a Robot better than Video for Initiating Remote Social Connections among Children?

Kim¹,

Han²,

Ju³

2014

Journal of Institute of Control, Robotics and Systems

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“…Regarding the use of telepresence robots for educational purposes, one study discussed the development of a telepresence robot, which was remotely controlled by an adult teacher who gave lessons from a remote location using the robot [12]. The goal was to compensate for the shortage of native English teachers in South Korea.…”

Section: Telepresence Robot For Childrenmentioning

confidence: 99%

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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“…Based on their case studies, Clark and Root observed that although the interaction was unfamiliar for both parties, participants were able to overcome the unique situation and focus on the tasks at hand. Yun et al (2011) examined the deployment of EngKey telepresence robots in South Korea. Teachers in the Philippines provided English instruction to elementary students, whose performance was found to improve.…”

Section: Telepresence Robots In the Classroommentioning

confidence: 99%

Robots in the classroom: Differences in students’ perceptions of credibility and learning between “teacher as robot” and “robot as teacher”

Edwards

Spence

et al. 2016

Computers in Human Behavior

136

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a b s t r a c tAdvancements in technology are bringing robotics into interpersonal communication contexts, including the college classroom. This study was one of the first to examine college students' communicationrelated perceptions of robots being used in an instructional capacity. Student participants rated both a human instructor using a telepresence robot and an autonomous social robot delivering the same lesson as credible. However, students gave higher credibility ratings to the teacher as robot, which led to differences between the two instructional agents in their learning outcomes. Students reported more affective learning from the teacher as robot than the robot as teacher, despite controlled instructional performances. Instructional agent type had both direct and indirect effects on behavioral learning. The direct effect suggests a potential machine heuristic in which students are more likely to follow behavioral suggestions offered by an autonomous social robot. The findings generally support the MAIN model and the Computers are Social Actors paradigm, but suggest that future work needs to be done in this area.

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Engkey: Tele-education Robot

Cited by 36 publications

References 9 publications

Is a Robot better than Video for Initiating Remote Social Connections among Children?

Is a Robot better than Video for Initiating Remote Social Connections among Children?

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

Robots in the classroom: Differences in students’ perceptions of credibility and learning between “teacher as robot” and “robot as teacher”

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