Human-Robot-Collaboration (HRC): Social Robots as Teaching Assistants for Training Activities in Small Groups

Rosenberg-Kima, Rinat B.; Koren, Yaacov; Yachini, Maya; Gordon, Goren

doi:10.1109/hri.2019.8673103

Cited by 28 publications

(14 citation statements)

References 3 publications

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“…H4: Children will enjoy the robot condition more in comparison to the tablet and teacher conditions, as it was reported in Li ( 2015 ), Westlund et al ( 2015 ), and Rosenberg-Kima et al ( 2019 ) that robots are of great advantage due to their physical presence and human-like appearance.…”

Section: Methodsmentioning

confidence: 87%

Section: Robot-assisted Learningmentioning

confidence: 99%

“…Robots are generally welcomed by students who view them as learning partners or companions in an optimistic way (Kennedy et al, 2016 ; Charisi et al, 2020 ). Rosenberg-Kima et al ( 2019 ) found that the physical presence of robots brought positive changes for university students because of the technical functionality, social, and psychological activity. Namely, students pointed out the benefits as follows: “accessible to multiple people,” “immediate feedback,” “he is not judgmental like human beings,” “pleasant and motivating.” Some research has targeted specific skills required for language learning: reading (Gordon and Breazeal, 2015 ; Michaelis and Mutlu, 2018 ; Yadollahi et al, 2018 ), grammar (Belpaeme et al, 2018b ), or vocabulary learning (Balkibekov et al, 2016 ).…”

Section: Related Workmentioning

confidence: 99%

“…It is highlighted that the physical embodiment of robots has a huge impact on people seeing them as more human-like, sociable, and more creative than a tablet (Li, 2015 ; van den Berghe et al, 2019 ). To illustrate, students exposed to the robot condition perceived it to be more comfortable for learning compared to the tablet condition (Rosenberg-Kima et al, 2019 ). Second, the presence of robots enables more social behaviors from people whose learning is not a mere task-based type of learning.…”

Section: Related Workmentioning

confidence: 99%

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A Comparison of Social Robot to Tablet and Teacher in a New Script Learning Context

et al. 2020

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This research occurred in a special context where Kazakhstan's recent decision to switch from Cyrillic to the Latin-based alphabet has resulted in challenges connected to teaching literacy, addressing a rare combination of research hypotheses and technical objectives about language learning. Teachers are not necessarily trained to teach the new alphabet, and this could result in a challenge for children with learning difficulties. Prior research studies in Human-Robot Interaction (HRI) have proposed the use of a robot to teach handwriting to children (Hood et al., 2015; Lemaignan et al., 2016). Drawing on the Kazakhstani case, our study takes an interdisciplinary approach by bringing together smart solutions from robotics, computer vision areas, and educational frameworks, language, and cognitive studies that will benefit diverse groups of stakeholders. In this study, a human-robot interaction application is designed to help primary school children learn both a newly-adopted script and also its handwriting system. The setup involved an experiment with 62 children between the ages of 7-9 years old, across three conditions: a robot and a tablet, a tablet only, and a teacher. Based on the paradigm-learning by teaching-the study showed that children improved their knowledge of the Latin script by interacting with a robot. Findings reported that children gained similar knowledge of a new script in all three conditions without gender effect. In addition, children's likeability ratings and positive mood change scores demonstrate significant benefits favoring the robot over a traditional teacher and tablet only approaches.

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Section: Methodsmentioning

confidence: 87%

Section: Robot-assisted Learningmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

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A Comparison of Social Robot to Tablet and Teacher in a New Script Learning Context

et al. 2020

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“…Pfeifer and Lugrin ( 2018 ) showed that a female robot can lead to better learning in female students while breaking stereotypical beliefs. Rosenberg-Kima et al ( 2019 ) showed that social robots can serve as teaching assistants by answering simple questions of students working in small groups.…”

Section: Introductionmentioning

confidence: 99%

Robot-Supported Collaborative Learning (RSCL): Social Robots as Teaching Assistants for Higher Education Small Group Facilitation

2020

Self Cite

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Acknowledging the benefits of active learning and the importance of collaboration skills, the higher education system has started to transform toward utilization of group activities into lecture hall culture. In this study, a novel interaction has been introduced, wherein a social robot facilitated a small collaborative group activity of students in higher education. Thirty-six students completed a 3 h activity that covered the main content of a course in Human Computer Interaction. In this within-subject study, the students worked in groups of four on three activities, moving between three conditions: instructor facilitation of several groups using pen and paper for the activity; tablets facilitation, also used for the activity; and robot facilitation, using tablets for the activity. The robot facilitated the activity by introducing the different tasks, ensuring proper time management, and encouraging discussion among the students. This study examined the effects of facilitation type on attitudes toward the activity facilitation, the group activity, and the robot, using quantitative, and qualitative measures. Overall students perceived the robot positively, as friendly and responsive, even though the robot did not directly respond to the students' verbal communications. While most survey items did not convey significant differences between the robot, tablet, or instructor, we found significant correlations between perceptions of the robot, and attitudes toward the activity facilitation, and the group activity. Qualitative data revealed the drawbacks and benefits of the robot, as well as its relative perceived advantages over a human facilitator, such as better time management, objectivity, and efficiency. These results suggest that the robot's complementary characteristics enable a higher quality learning environment, that corresponds with students' requirements and that a Robot Supportive Collaborative Learning (RSCL) is a promising novel paradigm for higher education.

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Social Robots in Organizational Contexts: The Role of Culture and Future Research Needs

Schmiedel

Jäger

Zhong

2020

New Trends in Business Information Systems and Technology

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Human-Robot-Collaboration (HRC): Social Robots as Teaching Assistants for Training Activities in Small Groups

Cited by 28 publications

References 3 publications

A Comparison of Social Robot to Tablet and Teacher in a New Script Learning Context

A Comparison of Social Robot to Tablet and Teacher in a New Script Learning Context

Robot-Supported Collaborative Learning (RSCL): Social Robots as Teaching Assistants for Higher Education Small Group Facilitation

Social Robots in Organizational Contexts: The Role of Culture and Future Research Needs

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