Teaching assistant robot, ROBOSEM, in English class and practical issues for its diffusion

Park, Seong Ju; Han, Jeong Hye; Kang, Bok Hyun; Shin, Kyeong‐Cheol

doi:10.1109/arso.2011.6301971

Cited by 44 publications

(29 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This¯nding is consistent with those of prior studies using RALL on general English pro¯ciency or similar studies. 3,13,14,[28][29][30][31][32][33] However, this study is more in line with Hyun et al 29 who worked with preschoolers' vocabulary using RALL and found their improvement was signi¯cantly better than the CALL group.…”

Section: Discussionsupporting

confidence: 87%

“…13 In 2011, Park et al designed class material in such a way as to sustain the children's interaction with the robot ROBOSEM, to arouse their motivation and to facilitate the learning process. 30 The results showed a great improvement after four weeks of treatment with ROBOSEM. To date, and within the last decade other interesting and valuable researches were performed in social robotics and humanrobot interactions concentrating on various forms of language teaching and learning that has greatly in°uenced the evolution of RALL research in its present form, some of which are referenced here.…”

Section: Studies Done On Rallmentioning

confidence: 94%

See 1 more Smart Citation

Employing Humanoid Robots for Teaching English Language in Iranian Junior High-Schools

Alemi

Meghdari

Ghazisaedy

2014

Int. J. Human. Robot.

152

View full text Add to dashboard Cite

This paper presents the e®ect of robotics assisted language learning (RALL) on the vocabulary learning and retention of Iranian English as foreign language (EFL) junior high school students in Tehran, Iran. After taking a vocabulary pre-test, 46 beginner level female students at the age of 12, studying in their¯rst year of junior-high participated in two groups of RALL (30 students) and non-RALL (16 students) in this study. The textbook used was the English book (Prospect-1) devised by the Iranian Ministry of Education for 7th graders, and the vocabulary taught and tested (pre-test and post-test) were taken from this book. Moreover, the treatment given by a teacher accompanied by a humanoid robot assistant in the RALL group took about ve weeks in which half of the book was covered, and the non-RALL group was taught in a traditional method. Finally, the teacher administered the post-test and delayed post-test whose results of repeated measures ANOVA and Two Ways ANOVA indicated that there was a signi¯cant di®erence regarding participants' vocabulary gain and retention in RALL group comparing to non-RALL group. In addition, the teacher reported the students' positive reaction to RALL in learning vocabulary. Overall, the results revealed that RALL has been very in-°u ential in creating an e±cient and pleasurable English learning environment. This study has some implications for technology-based education, language teaching, and social robotics¯elds.

show abstract

Section: Discussionsupporting

confidence: 87%

Section: Studies Done On Rallmentioning

confidence: 94%

Employing Humanoid Robots for Teaching English Language in Iranian Junior High-Schools

Alemi

Meghdari

Ghazisaedy

2014

Int. J. Human. Robot.

152

View full text Add to dashboard Cite

show abstract

“…Establishing the external validity of the questionnaire, items were achieved by means of literature review of relevant articles [12,[15][16][17] and collaborative work with a group of early childhood education experts, preschool teachers, Is a Robot better than Video for Initiating Remote Social Connections among Children? educational technology engineers, and robotics engineers.…”

Section: Methodsmentioning

confidence: 99%

“…There are some tele-operated robots controlled by an English speaking human teacher to communicate with English learners at remote sites [16]. We have previously introduced and described the long-term use of our teaching assistant robot Robosem, an educational service robot for English learning [17], which is used in the following study.…”

mentioning

confidence: 99%

Is a Robot better than Video for Initiating Remote Social Connections among Children?

Kim¹,

Han²,

Ju³

2014

Journal of Institute of Control, Robotics and Systems

View full text Add to dashboard Cite

Videoconferencing technology is increasingly used in classrooms to introduce children to people from other countries and cultures in order to provide a wider learning experience. However, with traditional screen-based video conferencing technology, research has shown that it is easy for students to miss non-verbal cues that play a key role in developing human relationships. To investigate how children interact differently when their interactions are mediated through screen-based video communication versus robot-mediated communication, we conducted a study with elementary students in Korea, comparing the use of both technologies to introduce classroom students with peer-aged individuals in America. Our findings show that the children displayed more positive emotions during certain tasks and exhibited more interest and intimacy to remote participants in the context of robot-mediated communication than with video-mediated communication.

show abstract

“…Some teleoperated robots, for example, are controlled by an English speaking human teacher to communicate with English learners at remote sites [4]. We have been using the teaching assistant robot ROBOSEM, an educational service robot for English learning [5], in sustained long-term use in elementary-level English courses in Korea.…”

Section: Introductionmentioning

confidence: 99%

Is a robot better than video for initiating remote social connections among children?

Kim

Han

2014

Proceedings of the 2014 ACM/IEEE International Conference on Human-Robot Interaction

View full text Add to dashboard Cite

To investigate how children interact differently when interactions are mediated with screen-based video communication versus a robot-mediated communication, we conducted a study with elementary students in Korea, comparing the use of both technologies to introduce classroom students with peer-aged individuals in America. Our findings show that the classroom children showed more positive emotion during certain tasks and exhibited more interest to remote participants in the context of robotmediated communication than with video-mediated communication.

show abstract

Teaching assistant robot, ROBOSEM, in English class and practical issues for its diffusion

Cited by 44 publications

References 8 publications

Employing Humanoid Robots for Teaching English Language in Iranian Junior High-Schools

Employing Humanoid Robots for Teaching English Language in Iranian Junior High-Schools

Is a Robot better than Video for Initiating Remote Social Connections among Children?

Is a robot better than video for initiating remote social connections among children?

Contact Info

Product

Resources

About