“iRobiQ”: the influence of bidirectional interaction on kindergarteners’ reading motivation, literacy, and behavior

Hsiao, Hsien Sheng; Chang, Cheng; Lin, Chien Yu; Hsu, Hsiu Ling

doi:10.1080/10494820.2012.745435

Cited by 54 publications

(55 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Moreover, with consideration of the issues of reading distraction and technology affordance (Han et al, 2005), more intuitive and interactive interfaces for interaction have been explored. A comparison between e-books and robots suggested that children accompanied by a robot showed fewer behaviours associated with distraction, achieved higher performance and felt interested in the robot (Hsiao et al, 2012).…”

Section: Children's Readingmentioning

confidence: 99%

“…The National Library of Public Information in Taiwan adopted mobile augmented reality technologies to develop electronic picture books for children (ChanLin, 2018). However, the findings also suggested that the possible distraction of manipulating the reading devices could somehow interfere with children's flow experiences (ChanLin, 2018;Hsiao, Chang, Lin, & Hsu, 2012). Others have interventions sought more intuitive and physically embodied solutions, such as social robots.…”

mentioning

confidence: 98%

“…As Han, Jo, Park, and Kim (2005) observed in their study, children who read stories with home robot companions were significantly more engaged and focused on reading than their counterparts who read with audio tapes and electronic web pages. Hsiao et al (2012) examined kindergarteners' reading performance with different technologies and found that children who read with intelligent robots significantly outperformed those who read with tablet PCs on reading comprehension. Additionally, social robots have also been reported to be more effectively favoured by children in storytelling and shared reading in both formal and informal learning environments (Berland & Wilensky, 2015;Chang, Lee, Chao, Wang, & Chen, 2010;Fridin, 2014;Lin, Yueh, Wu, & Fu, 2014).…”

mentioning

confidence: 99%

See 2 more Smart Citations

Reading with robot and human companions in library literacy activities: A comparison study

Yueh¹,

Lin²,

Wang³

et al. 2020

Brit J Educational Tech

View full text Add to dashboard Cite

Motivated by mixed evidence on the effectiveness of reading companions on children’s reading performance, as well as the clear and present need for libraries to conduct literacy education, this study sought to investigate the feasibility of using social robots in library literacy activities and to extract the essential functions of effective reading companions by comparing human and robot co‐readers. A humanoid robot, Robot Julia, was developed as a social robot to provide oral conversation and offer children tactful and stimulating support for their reading. An experimental study was conducted to examine child patrons’ perceptions and performance in reading activities with the robot companion as compared to human companions. A total of 36 elementary school children participated in the study. The results positively supported that the participants perceived the robot companion as more favourable and desirable to read with than a human co‐reader. The children favoured robotic verbalisation over human verbalisation. According to the results of the comparison, cognitively it was found that human and robot companions facilitated children’s reading comprehension in different ways and that the children performed similarly well with both kinds of reading companions. Affectively, the robot co‐reader induced more social interaction during the reading sessions. Despite all the positive aspects, it is also necessary to consider the limitations including the novelty effect of the approach. This study contributes empirical evidence in the pragmatic field of library science and expands upon social robot research by exploring one‐on‐one child–robot interactions in reading, as opposed to the group contexts in previous studies.

show abstract

Section: Children's Readingmentioning

confidence: 99%

mentioning

confidence: 98%

mentioning

confidence: 99%

See 1 more Smart Citation

Reading with robot and human companions in library literacy activities: A comparison study

Yueh¹,

Lin²,

Wang³

et al. 2020

Brit J Educational Tech

View full text Add to dashboard Cite

show abstract

“…We will then introduce some important ethical concerns which are of particular relevance for cHRI. We derived these ethical concerns from two sources: the first source are international state of the art studies on cHRI and the way child-robot interaction is conceived [6][7][8][9][10][11][12]. We will then proceed with contextualizing social robots in the use of a kindergarten.…”

Section: Introductionmentioning

confidence: 99%

Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective

Tolksdorf

Siebert

Zorn

et al. 2020

Int J of Soc Robotics

View full text Add to dashboard Cite

In child-robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with. While ethical models elaborated within other human-robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper, we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers' role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.

show abstract

“…The approach to help language teachers facing the differences among languages is to develop both general skills for teaching all languages and a particular strategy for specific languages such as Chinese. Benefiting by the high-tech revolution, computer assisted language learning (CALL) has significantly developed the language teaching environment [10]. However, the main difficulty for the conventional CALL teaching acknowledged by most language instructors is its incapability to offer linguistic interaction [11].…”

Section: Introductionmentioning

confidence: 99%

Key-Image Picture-Based Approach for Teaching Chinese Character via Online Distance Learning to Chinese as Foreign Language Learners

Chen¹,

Laksi²,

Wang³

et al. 2019

IJEEEE

View full text Add to dashboard Cite

This study aimed at applying key-image pictured-based approach to teach Chinese-characters for Chinese as foreign language learners in the environment of online classroom. It was a qusi-experiment design. 65 ages 10-12 school children from an elementary school of southern California participated in the research, 32 students in the experimental group and 33 pupils in the control group. The intervention of key-imaged pictured-based approach of teaching Chinese-characters in the online classroom was applied to the experimental class over a 15-lesson period in 3 months. The control class accepted Chinese language class without the intervention in the regular classroom in the same period of teaching schedule. The result of a detailed one-way ANCOVA demonstrated that the intervention of key-imaged pictured-based approach of teaching Chinese-characters with online environment in the experimental class contributed significant grow in vocabulary skills.

show abstract

“iRobiQ”: the influence of bidirectional interaction on kindergarteners’ reading motivation, literacy, and behavior

Cited by 54 publications

References 38 publications

Reading with robot and human companions in library literacy activities: A comparison study

Reading with robot and human companions in library literacy activities: A comparison study

Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective

Key-Image Picture-Based Approach for Teaching Chinese Character via Online Distance Learning to Chinese as Foreign Language Learners

Contact Info

Product

Resources

About