Social robots and gamification for technology supported learning: An empirical study on engagement and motivation

Donnermann, Melissa; Lein, Martina; Messingschlager, Tanja; Riedmann, Anna; Schäper, Philipp; Steinhaeusser, Sophia C.; Lugrin, Birgit

doi:10.1016/j.chb.2021.106792

Cited by 69 publications

(40 citation statements)

References 56 publications

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“…The combination of both factors showed no positive, but also no diametrical effect on learning success. Unlike the results found by Donnermann et al (2021) where the combined integration seemed to have a detrimental effect on engagement, no disturbing influence of the combined factors on the learning environment and the users can be assumed in the context of the present study.…”

Section: Combining a Social Robot And Gamification In One Approachcontrasting

confidence: 88%

“…Very few research has been conducted regarding the combined integration of gamification and a social robot in a learning environment, yielding mixed results (cf. Donnermann et al 2021). Due to the lack of comprehensive knowledge about the effect of both gamification and a social robot on the learning effect, research question 1 aims to find out whether users benefit in terms of their learning success from a combination of gamification elements and a social robot in the learning environment (RQ1).…”

Section: Expectations From Related Workmentioning

confidence: 99%

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Integration of a social robot and gamification in adult learning and effects on motivation, engagement and performance

2022

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Learning is a central component of human life and essential for personal development. Therefore, utilizing new technologies in the learning context and exploring their combined potential are considered essential to support self-directed learning in a digital age. A learning environment can be expanded by various technical and content-related aspects. Gamification in the form of elements from video games offers a potential concept to support the learning process. This can be supplemented by technology-supported learning. While the use of tablets is already widespread in the learning context, the integration of a social robot can provide new perspectives on the learning process. However, simply adding new technologies such as social robots or gamification to existing systems may not automatically result in a better learning environment. In the present study, game elements as well as a social robot were integrated separately and conjointly into a learning environment for basic Spanish skills, with a follow-up on retained knowledge. This allowed us to investigate the respective and combined effects of both expansions on motivation, engagement and learning effect. This approach should provide insights into the integration of both additions in an adult learning context. We found that the additions of game elements and the robot did not significantly improve learning, engagement or motivation. Based on these results and a literature review, we outline relevant factors for meaningful integration of gamification and social robots in learning environments in adult learning.

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Section: Combining a Social Robot And Gamification In One Approachcontrasting

confidence: 88%

Section: Expectations From Related Workmentioning

confidence: 99%

Integration of a social robot and gamification in adult learning and effects on motivation, engagement and performance

2022

Self Cite

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“…Research on social robots in education has shown promising results in terms of affective and cognitive benefits but has so far focused mainly on children ( Belpaeme et al, 2018 ). However, recent research is increasingly looking at adults including the application of social robots in adult learning to benefit learners (e.g., Weber and Zeaiter, 2018 ; Donnermann et al, 2021a ; Rosenberg-Kima et al, 2020 ; Velentza et al, 2021a ). Due to their ability to show social behavior and personalize the learning experience, social robots bear great potential to address the challenges of self-directed learning in higher education and to increase motivation by addressing the basic psychological needs ( Van Minkelen et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“…Albeit there was no significant difference, results indicated that a robot had the tendency to benefit learning outcomes more if it tried to increase confidence and satisfaction. Similarly, Donnermann et al (2021a) evaluated the effect of adding a supportive robotic tutor to a learning environment on motivation and engagement in a university context. However, ceiling effects in engagement or motivation, which were particularly high in both conditions, resulted in a lack of significant effects.…”

Section: Introductionmentioning

confidence: 99%

Social Robots in Applied Settings: A Long-Term Study on Adaptive Robotic Tutors in Higher Education

2022

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Learning in higher education scenarios requires self-directed learning and the challenging task of self-motivation while individual support is rare. The integration of social robots to support learners has already shown promise to benefit the learning process in this area. In this paper, we focus on the applicability of an adaptive robotic tutor in a university setting. To this end, we conducted a long-term field study implementing an adaptive robotic tutor to support students with exam preparation over three sessions during one semester. In a mixed design, we compared the effect of an adaptive tutor to a control condition across all learning sessions. With the aim to benefit not only motivation but also academic success and the learning experience in general, we draw from research in adaptive tutoring, social robots in education, as well as our own prior work in this field. Our results show that opting in for the robotic tutoring is beneficial for students. We found significant subjective knowledge gain and increases in intrinsic motivation regarding the content of the course in general. Finally, participation resulted in a significantly better exam grade compared to students not participating. However, the extended adaptivity of the robotic tutor in the experimental condition did not seem to enhance learning, as we found no significant differences compared to a non-adaptive version of the robot.

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“…Some studies in this vein are, however, applying more rigorous motivational frameworks (e.g., Buil, Catalán, & Martínez, 2020). However, it is still common for studies, much like those in secondary and primary contexts, to find gamification failing to support student motivation and/or achievement, even weakening one or both (see Donnermann et al, 2021;Murillo-Zamorano, López Sánchez, Godoy-Caballero, & Bueno Muñoz, 2021).…”

Section: Tertiary and Lifelong Educationmentioning

confidence: 99%

Motivation to Learn in Open, Distance, and Digital Education

Fryer

Shum

2022

Handbook of Open, Distance and Digital Education

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As research questions in the rapidly growing field of Open, Distance, and Digital Education shift from if to how these forums should be approached, a paramount and complementary area of research is the accompanying motivation students’ exhibit to learn in ODDE environments. This chapter critically examines the existing literature on student motivation in ODDE at each of the primary, secondary, and tertiary levels, and beyond. Much existing research involves one-off comparisons between students’ motivation in using popular tools such as MOOCs, gamification of learning, interactive whiteboards, and AR/VR tools with not using them. While mixed effects have been observed, seldom are tools catered to theory and context in a manner that best supports students’ learning. To see the field continue to mature, results from studies must be situated within robust theories of motivation in educational psychology. More program-level research built on more stringent standards in design, analysis, and replication is required. Future directions of research are discussed.

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Social robots and gamification for technology supported learning: An empirical study on engagement and motivation

Cited by 69 publications

References 56 publications

Integration of a social robot and gamification in adult learning and effects on motivation, engagement and performance

Integration of a social robot and gamification in adult learning and effects on motivation, engagement and performance

Social Robots in Applied Settings: A Long-Term Study on Adaptive Robotic Tutors in Higher Education

Motivation to Learn in Open, Distance, and Digital Education

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