Food for thought: Teacher nonverbal immediacy, student learning, and curvilinearity

Comstock, Jamie; Rowell, E. M.; Bowers, John Waite

doi:10.1080/03634529509379015

Cited by 92 publications

(58 citation statements)

References 27 publications

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“…Three of the conditions have near identical NVI scores as judged by adults, but quite varied learning results (high NVI robot: M = 48.4 NVI score/d = 0.67 pre-post test improvement, asocial robot: NVI M = 48.5/d = 0.89, social robot: NVI M = 49.0/d = 0.51). This partially reflects the slightly mixed picture of immediacy that the pedagogy literature presents; for example, the disagreement as to whether NVI has a linear (Christensen and Menzel, 1998) or curvilinear (Comstock et al, 1995) relationship with learning. Nonetheless, there are further factors that may be introduced by the use of a robot that may have had an influence on the results.…”

Section: Discussionmentioning

confidence: 98%

“…These results were hypothesized to exist in the other immediacy behaviors (such as gestures) as well. Overall, the link between teacher immediacy and student learning is hypothesized to be a positive one, as reflected in the meta-review by Witt et al (2004) and many studies (Comstock et al, 1995;McCroskey et al, 1996;Christensen and Menzel, 1998). Thus, this prediction can be tested in human-robot interaction, where the robot takes the role of the tutor.…”

Section: Characterizing Social Behavior Through Nonverbal Immediacymentioning

confidence: 99%

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The Impact of Robot Tutor Nonverbal Social Behavior on Child Learning

2017

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Several studies have indicated that interacting with social robots in educational contexts may lead to a greater learning than interactions with computers or virtual agents. As such, an increasing amount of social human-robot interaction research is being conducted in the learning domain, particularly with children. However, it is unclear precisely what social behavior a robot should employ in such interactions. Inspiration can be taken from human-human studies; this often leads to an assumption that the more social behavior an agent utilizes, the better the learning outcome will be. We apply a nonverbal behavior metric to a series of studies in which children are taught how to identify prime numbers by a robot with various behavioral manipulations. We find a trend, which generally agrees with the pedagogy literature, but also that overt nonverbal behavior does not account for all learning differences. We discuss the impact of novelty, child expectations, and responses to social cues to further the understanding of the relationship between robot social behavior and learning. We suggest that the combination of nonverbal behavior and social cue congruency is necessary to facilitate learning.

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Section: Discussionmentioning

confidence: 98%

Section: Characterizing Social Behavior Through Nonverbal Immediacymentioning

confidence: 99%

The Impact of Robot Tutor Nonverbal Social Behavior on Child Learning

2017

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“…However, there are also suggestions that the relationship may not be wholly linear in nature [34,121]. As such, it remains slightly unclear how immediacy should be utilised for social robots.…”

Section: Social Cues Of Nonverbal Immediacymentioning

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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“…This is a sociological level of communication according to Dobransky and Frymier (2004) but when they communicate as individuals their communication is on the psychological level (Dobransky & Frymier, 2004). Research have demonstrated that when teachers and students have one to one relationships outside school, students showed better learning (Andersen, 1979;Christophel, 1990;Comstock, Rowell, & Bowers, 1995cited in Dobransky & Frymier, 2004.…”

Section: Two Relevant Dimensions Of a Supportive Teacher-student-relamentioning

confidence: 99%

Teacher-Student-Relationships in Teacher Education: Exploring Three Projects of Knowledge Transfer into Action

Steins¹,

Behravan²

2017

PSYCH

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How teachers are best educated is a question that has been discussed for a long time. One perspective to this debate focuses particularly on dovetailing theoretical knowledge with practice. The present research is devoted to the specific exploration of this dovetailing: Three projects are presented that allow a direct transfer of knowledge into practice. The critical knowledge in the projects focuses explicitly on creating a supportive teacher-student-relationship. In the theoretical part of this contribution, the relevance of a supportive teacherstudent-relationship is discussed according to the background of teacher students' apprenticeship of observation. The research question is if the projects deliver strategies, ways and solutions to challenge the contents of apprenticeship of observation and accordingly to transfer empirically-based knowledge into action of teachers with regard to creating a supportive teacher-studentrelationship. Project 1 refers to accompanied sponsorships between teacher students and pupils (N = 15), project 2 combines classroom management knowledge with teaching social learning in a class (N = 13) and project 3 refers to the reintegration of mentally ill students back to school (N = 10). Qualitative analysis of knowledge transfer grounds on self-reports of teacher students and partly observation of teacher educators. The results hint to the value of action in academic education and are discussed in relation to their effects of gaining competencies and their feasibility.

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Food for thought: Teacher nonverbal immediacy, student learning, and curvilinearity

Cited by 92 publications

References 27 publications

The Impact of Robot Tutor Nonverbal Social Behavior on Child Learning

The Impact of Robot Tutor Nonverbal Social Behavior on Child Learning

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

Teacher-Student-Relationships in Teacher Education: Exploring Three Projects of Knowledge Transfer into Action

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