The impact of robot tutor nonverbal social behavior on child learning

Kennedy, James and Baxter, Paul and Belpaeme, Tony (2017) The impact of robot tutor nonverbal social behavior on child learning. Frontiers in ICT . ISSN 2297-198X

Full content URL: http://journal.frontiersin.org/article/10.3389/fic...

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Abstract

Several studies have indicated that interacting with social robots in educational contexts may lead to a greater learning than interactions with computers or virtual agents. As such, an increasing amount of social human–robot interaction research is being conducted in the learning domain, particularly with children. However, it is unclear precisely what social behavior a robot should employ in such interactions. Inspiration can be taken from human–human studies; this often leads to an assumption that the more social behavior an agent utilizes, the better the learning outcome will be. We apply a nonverbal behavior metric to a series of studies in which children are taught how to identify prime numbers by a robot with various behavioral manipulations. We find a trend, which generally agrees with the pedagogy literature, but also that overt nonverbal behavior does not account for all learning differences. We discuss the impact of novelty, child expectations, and responses to social cues to further the understanding of the relationship between robot social behavior and learning. We suggest that the combination of nonverbal behavior and social cue congruency is necessary to facilitate learning.

Additional Information:THIS ARTICLE IS PART OF THE RESEARCH TOPIC Affective and Social Signals for HRI
Keywords:human-robot interaction, social robotics, robot tutor, social cue congruency, nonverbal robot behaviour, immediacy, child learning
Subjects:G Mathematical and Computer Sciences > G440 Human-computer Interaction
H Engineering > H671 Robotics
Divisions:College of Science > School of Computer Science
ID Code:27043
Deposited On:24 Apr 2017 09:55

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