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Comparing robot embodiments in a guided discovery learning interaction with children

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Abstract
The application of social robots to the domain of education is becoming more prevalent. However, there remain 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 embodiment 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 interaction. 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 differences 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
Embodiment, Social robotics, Human-robot interaction, Child-robot interaction, Child learning

Citation

Please use this url to cite or link to this publication:

MLA
Kennedy, J, P Baxter, and Tony Belpaeme. “Comparing Robot Embodiments in a Guided Discovery Learning Interaction with Children.” INTERNATIONAL JOURNAL OF SOCIAL ROBOTICS 7.2 (2015): 293–308. Print.
APA
Kennedy, J., Baxter, P., & Belpaeme, T. (2015). Comparing robot embodiments in a guided discovery learning interaction with children. INTERNATIONAL JOURNAL OF SOCIAL ROBOTICS, 7(2), 293–308.
Chicago author-date
Kennedy, J, P Baxter, and Tony Belpaeme. 2015. “Comparing Robot Embodiments in a Guided Discovery Learning Interaction with Children.” International Journal of Social Robotics 7 (2): 293–308.
Chicago author-date (all authors)
Kennedy, J, P Baxter, and Tony Belpaeme. 2015. “Comparing Robot Embodiments in a Guided Discovery Learning Interaction with Children.” International Journal of Social Robotics 7 (2): 293–308.
Vancouver
1.
Kennedy J, Baxter P, Belpaeme T. Comparing robot embodiments in a guided discovery learning interaction with children. INTERNATIONAL JOURNAL OF SOCIAL ROBOTICS. DORDRECHT: SPRINGER; 2015;7(2):293–308.
IEEE
[1]
J. Kennedy, P. Baxter, and T. Belpaeme, “Comparing robot embodiments in a guided discovery learning interaction with children,” INTERNATIONAL JOURNAL OF SOCIAL ROBOTICS, vol. 7, no. 2, pp. 293–308, 2015.
@article{8197619,
  abstract     = {The application of social robots to the domain of education is becoming more prevalent. However, there remain 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 embodiment 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 interaction. 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 differences 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.},
  author       = {Kennedy, J and Baxter, P and Belpaeme, Tony},
  issn         = {1875-4791},
  journal      = {INTERNATIONAL JOURNAL OF SOCIAL ROBOTICS},
  keywords     = {Embodiment,Social robotics,Human-robot interaction,Child-robot interaction,Child learning},
  language     = {eng},
  number       = {2},
  pages        = {293--308},
  publisher    = {SPRINGER},
  title        = {Comparing robot embodiments in a guided discovery learning interaction with children},
  url          = {http://dx.doi.org/10.1007/s12369-014-0277-4},
  volume       = {7},
  year         = {2015},
}

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