Comparing robot embodiments in a guided discovery learning interaction with children

Kennedy, James, Baxter, Paul and Belpaeme, Tony (2015) Comparing robot embodiments in a guided discovery learning interaction with children. International Journal of Social Robotics, 7 (2). pp. 293-308. ISSN 1875-4791


Request a copy
[img] PDF
23075.pdf - Whole Document
Restricted to Repository staff only

Item Type:Article
Item Status:Live Archive


The application of social robots to the domain of education is becoming more prevalent. However, there re- main a wide range of open issues, such as the effectiveness of robots as tutors on student learning outcomes, the role of social behaviour in teaching interactions, and how the em- bodiment of a robot influences the interaction. In this paper, we seek to explore children’s behaviour towards a robot tutor for children in a novel guided discovery learning interac- tion. Since the necessity of real robots (as opposed to virtual agents) in education has not been definitively established in the literature, the effect of robot embodiment is assessed. The results demonstrate that children overcome strong incorrect biases in the material to be learned, but with no significant dif- ferences between embodiment conditions. However, the data do suggest that the use of real robots carries an advantage in terms of social presence that could provide educational benefits

Keywords:Social Robotics · Embodiment · Human-Robot Interaction · Child-Robot Interaction · Child Learning, NotOAChecked
Subjects:G Mathematical and Computer Sciences > G400 Computer Science
G Mathematical and Computer Sciences > G440 Human-computer Interaction
X Education > X990 Education not elsewhere classified
Divisions:College of Science > School of Computer Science
Related URLs:
ID Code:23075
Deposited On:30 Apr 2016 15:36

Repository Staff Only: item control page