Pepper learns together with children: Development of an educational application

Tanaka, Fumihide; Isshiki, Kyosuke; Takahashi, Fumiki; Uekusa, Manabu; Sei, Rumiko; Hayashi, Kaname

doi:10.1109/humanoids.2015.7363546

Cited by 142 publications

(80 citation statements)

References 11 publications

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“…As mentioned in the introduction, robots are advantageous in that—like human interlocutors—they can interact with students. Indeed, although current robots cannot provide tutoring to the same degree to which human tutors can, as argued in previous research (Vogt et al, ), recent studies suggest that the use of robots produces increased learning gains, at least in comparison with traditional learning materials and digital devices (Gordon et al, ; Han et al, ; Kennedy, Baxter, Senft, & Belpaeme, ; Lee et al, ; Mazzoni & Benvenuti, ; Schodde, Bergmann, & Kopp, ; Tanaka et al, ; Tanaka & Matsuzoe, ; Yorita, Botzheim, & Kubota, ).…”

Section: Related Workmentioning

confidence: 89%

“…The role of robots for individual lessons is categorized to two types: One is a robot that teaches students as a tutor (Gordon, Spaulding, Westlund, Lee, Plummer, Martinez, & Breazeal, 2016; Han et al, ; Kennedy et al, ; Lee et al, ; Schodde et al, ), and the other is a robot that is taught by a student as a schoolmate (Mazzoni & Benvenuti, ; Tanaka et al, ; Tanaka & Matsuzoe, ; Yorita et al, ). We explain both types of study below.…”

Section: Related Workmentioning

confidence: 99%

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Improvement of Japanese adults' English speaking skills via experiences speaking to a robot

Iio

Maeda

Ogawa

et al. 2018

Computer Assisted Learning

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This paper reports how robot‐assisted language learning (RALL) impacts Japanese adults' English speaking skills. With existing research on RALL focusing on children, there is little evidence indicating RALL's effects on adults. We developed a RALL system comprising a robot, a tablet, and designed learning materials for speaking practice. To explore the effects of this system on the speaking skills of adults, we conducted a pretest and posttest designed pilot experiment. The participants in this study were nine female Japanese university students. The participants used the system for speaking practice for a total of 30 min per day for 7 days. The results of comparing the pretests with the posttests demonstrated that the adults' English speaking skills were enhanced; in particular, their speaking accuracy, fluency, and pronunciation improved greatly. This study contributes to providing clear evidence of the effects of RALL on Japanese adults' English speaking skills.

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Section: Related Workmentioning

confidence: 89%

Section: Related Workmentioning

confidence: 99%

Improvement of Japanese adults' English speaking skills via experiences speaking to a robot

Iio

Maeda

Ogawa

et al. 2018

Computer Assisted Learning

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“…However, certain aspects, such as the most appropriate type of robot or its role, depend on the setting and the person who will interact with it. If the goal is merely to instruct the robot to perform a task, basic and low-cost robots such as Bee/Blue-Bot (Tanaka et al, 2015) and MecWilly (https ://www.youtu be.com/watch ?v=ruf0J 1QRXHE) (Mazzoni & Benvenuti, 2015) are particularly useful in enhancing abilities or acquiring non-technical knowledge such as music, spatial orientation and language (Mubin et al, 2013). Some studies with children have shown that the use of a human-like robot behaving as a peer in the learning process can be highly effective (Mazzoni & Benvenuti, 2015;Moreno, Mayer, Spires, & Lester, 2001;Okita, Ng-Thow-Hing, & Sarvadevabhatla, 2009).…”

Section: The Use Of Robots In Child Educationmentioning

confidence: 99%

Enhancing wayfinding in pre‐school children through robot and socio‐cognitive conflict

Benvenuti¹,

Mazzoni²

2019

Brit J Educational Tech

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Wayfinding is one of the most important skills that children have to learn in order to safely move in the environment. One problem that 5‐year‐old children encounter with wayfinding is changing their point of view to that of another person in different position in the same environment, such as that of a person opposite them whose perspective is turned 180° with respect to their own. Robots could help children in learning this skill, since children can instruct them to move in the environment, in predetermined paths, by starting from a rotated perspective. This study compares classic socio‐cognitive conflict with a human partner, but in this case with a robot partner, in order to evaluate how a specific activity (instructing a robot to perform a given route) enhances the wayfinding skills of 156 5‐year‐old children. Using two different robots (humanoid and non‐humanoid) and two different conditions (a child and the robot and two children and the robot), the study shows that children who performed the task with the humanoid robot improved their performance significantly better compared with those who used the non‐humanoid robot. Furthermore, children engaged in the Socio‐Cognitive Conflict situation with another child‐outperformed children in the Socio‐Cognitive Conflict with robots. Finally, children with low‐level performance in the pretest made the greatest improvement both in terms of moves made and time taken to complete the task in comparison with children in the High‐Level Group and of the Control Group.

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“…Nowadays, with robots being cheaper and more easily deployable, application in education becomes possible for other types of learning. The field of HRI has started reporting on how to make effective robots and how to measure their efficacy [3,8]. Robots have the potential to enhance learning via kinesthetic interaction, can improve the learner's self-esteem, and can provide empathic feedback [1,4,9].…”

Section: Introductionmentioning

confidence: 99%

Workshop on Robots for Learning

Johal

Vogt

Kennedy

et al. 2017

Proceedings of the Companion of the 2017 ACM/IEEE International Conference on Human-Robot Interaction

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While robots have been popular as a tool for STEM teaching, the use of robots in other learning scenarios is novel. The field of HRI has started to report on how to make effective robots usable in educational contexts. However, many challenges remain. For instance, which interaction strategies aid learning, and which hamper learning? How can we deal with the current technical limitations of robots? Answering these and other questions requires a multidisciplinary effort, including contributions from pedagogy, developmental psychology, (computational) linguistics, artificial intelligence and HRI, among others. This abstract provides a brief overview of the current state-of-the-art in social robots designed for learning and describes the aims of the Robots for Learning (R4L) workshop in bringing together a multidisciplinary audience for furthering the development of market-ready educational robots.

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Pepper learns together with children: Development of an educational application

Cited by 142 publications

References 11 publications

Improvement of Japanese adults' English speaking skills via experiences speaking to a robot

Improvement of Japanese adults' English speaking skills via experiences speaking to a robot

Enhancing wayfinding in pre‐school children through robot and socio‐cognitive conflict

Workshop on Robots for Learning

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