Scaffolding of motivation in learning using a social robot

Deublein, Andrea; Pfeifer, Anne; Merbach, Katinka; Bruckner, Katharina; Mengelkamp, Christoph; Lugrin, Birgit

doi:10.1016/j.compedu.2018.06.015

Cited by 36 publications

(19 citation statements)

References 20 publications

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“…Many studies have focused on young children, from preschoolers (Kory and Breazeal, 2014), through elementary school (Leite et al, 2015), and adolescents (Björling et al, 2019), with special interest in children with Autism (Scassellati et al, 2018). In recent years, several applications of social robots in higher education have started to emerge (Brown and Howard, 2014;Edwards et al, 2016;Deublein et al, 2018). Pfeifer and Lugrin (2018) showed that a female robot can lead to better learning in female students while breaking stereotypical beliefs.…”

Section: Introductionmentioning

confidence: 99%

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

2020

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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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Section: Introductionmentioning

confidence: 99%

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

2020

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“…Research involving social robots in lifelong learning scenarios has been scarce, with most work deploying social robots to adult populations focusing on psychological or physical healthcare needs instead [7,10,24,29]. However, Tapus et al [28] designed a human-robot music guessing game to stimulate cognition in older adults suffering from dementia, and Deublein et al [6] created a social robot to scaffold motivation in adult second language learners. Schodde et al [26] also explored second language learning in adults, although their robot's behaviors were originally designed with children in mind.…”

Section: Related Workmentioning

confidence: 99%

AI Meets Austen: Towards Human-Robot Discussions of Literary Metaphor

Parde

Nielsen

2019

Lecture Notes in Computer Science

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Artificial intelligence is revolutionizing formal education, fueled by innovations in learning assessment, content generation, and instructional delivery. Informal, lifelong learning settings have been the subject of less attention. We provide a proof-of-concept for an embodied book discussion companion, designed to stimulate conversations with readers about particularly creative metaphors in fiction literature. We collect ratings from 26 participants, each of whom discuss Jane Austen's Pride and Prejudice with the robot across one or more sessions, and find that participants rate their interactions highly. This suggests that companion robots could be an interesting entryway for the promotion of lifelong learning and cognitive exercise in future applications.

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“…In recent years, robots have gained considerable attention in educational applications. Deublein et al [7] suggested that robots" motivational behavior can improve learning outcomes in an educational context. Ishino et al [2] suggested that the robot can promote the learner's interest by controlling nonverbal behavior in a presentation lecture.…”

Section: A Robot In Educationmentioning

confidence: 99%

Academic Emotions Affected by Robot Eye Color: An Investigation of Manipulability and Individual-Adaptability

Koike¹,

Tsuji²,

Tomoto³

et al. 2019

IJACSA

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We investigate whether academic emotions are affected by the color of a robot's eyes in lecture behaviors. In conventional human-robot interaction research on robot lecturers, the emphasis has been on robots assisting or replacing human lecturers. We expanded these ideas and examined whether robots could lecture using one's behaviors that are impossible for humans. Psychological research has shown that color affects emotions. Because emotion is strongly related to learning, and a framework of emotion control is required. Thus, we considered whether emotions related to the learner's academic work, called "academic emotions," can be controlled by the color of a robot's illuminated eye light. In this paper, we found that the robot's eye light color affects academic emotions and that the effect can be manipulated and adapted to individuals. Furthermore, the manipulability of academic emotions by color was confirmed in a situation mimicking a real lecture.

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Scaffolding of motivation in learning using a social robot

Cited by 36 publications

References 20 publications

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

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

AI Meets Austen: Towards Human-Robot Discussions of Literary Metaphor

Academic Emotions Affected by Robot Eye Color: An Investigation of Manipulability and Individual-Adaptability

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