Robot Tutoring of Multiplication: Over One-Third Learning Gain for Most, Learning Loss for Some

In the design of educational robots, it appears to be undecided as to whether robots should show social behaviors and look human-like or whether such cues are insignificant for learning. We conducted an experiment with different designs of social robots built from the same materials, which is unique...

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Main Authors: Johan F. Hoorn, Ivy S. Huang, Elly A. Konijn, Lars van Buuren
Format: Article
Language:English
Published: MDPI AG 2021-01-01
Series:Robotics
Subjects:
Online Access:https://www.mdpi.com/2218-6581/10/1/16
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spelling doaj-9bb7eb0ab7184ae78b47ae1bbe2d2c922021-01-15T00:02:17ZengMDPI AGRobotics2218-65812021-01-0110161610.3390/robotics10010016Robot Tutoring of Multiplication: Over One-Third Learning Gain for Most, Learning Loss for SomeJohan F. Hoorn0Ivy S. Huang1Elly A. Konijn2Lars van Buuren3Department of Computing and School of Design, The Hong Kong Polytechnic University, Hong Kong, ChinaDepartment of Special Education and Counseling, The Education University of Hong Kong, Hong Kong, ChinaDepartment of Communication Science, Vrije Universiteit, 1081 HV Amsterdam, The NetherlandsDepartment of Communication Science, Vrije Universiteit, 1081 HV Amsterdam, The NetherlandsIn the design of educational robots, it appears to be undecided as to whether robots should show social behaviors and look human-like or whether such cues are insignificant for learning. We conducted an experiment with different designs of social robots built from the same materials, which is unique in robotics research. The robots rehearsed multiplication tables with primary school children in Hong Kong, which is a user group not easily or often accessed. The results show that affective bonding tendencies may occur but did not significantly contribute to the learning progress of these children, which was perhaps due to the short interaction period. Nonetheless, 5 min of robot tutoring improved their scores by about 30%, while performance dropped only for a few challenged children. We discuss topics, such as teaching language skills, which may be fostered by human likeness in appearance and behaviors; however, for Science, Technology, Engineering, and Mathematics (STEM)-related subjects, the social aspects of robots hardly seem to matter.https://www.mdpi.com/2218-6581/10/1/16robot tutelagesocial robotsmultiplicationexperience design
collection DOAJ
language English
format Article
sources DOAJ
author Johan F. Hoorn
Ivy S. Huang
Elly A. Konijn
Lars van Buuren
spellingShingle Johan F. Hoorn
Ivy S. Huang
Elly A. Konijn
Lars van Buuren
Robot Tutoring of Multiplication: Over One-Third Learning Gain for Most, Learning Loss for Some
Robotics
robot tutelage
social robots
multiplication
experience design
author_facet Johan F. Hoorn
Ivy S. Huang
Elly A. Konijn
Lars van Buuren
author_sort Johan F. Hoorn
title Robot Tutoring of Multiplication: Over One-Third Learning Gain for Most, Learning Loss for Some
title_short Robot Tutoring of Multiplication: Over One-Third Learning Gain for Most, Learning Loss for Some
title_full Robot Tutoring of Multiplication: Over One-Third Learning Gain for Most, Learning Loss for Some
title_fullStr Robot Tutoring of Multiplication: Over One-Third Learning Gain for Most, Learning Loss for Some
title_full_unstemmed Robot Tutoring of Multiplication: Over One-Third Learning Gain for Most, Learning Loss for Some
title_sort robot tutoring of multiplication: over one-third learning gain for most, learning loss for some
publisher MDPI AG
series Robotics
issn 2218-6581
publishDate 2021-01-01
description In the design of educational robots, it appears to be undecided as to whether robots should show social behaviors and look human-like or whether such cues are insignificant for learning. We conducted an experiment with different designs of social robots built from the same materials, which is unique in robotics research. The robots rehearsed multiplication tables with primary school children in Hong Kong, which is a user group not easily or often accessed. The results show that affective bonding tendencies may occur but did not significantly contribute to the learning progress of these children, which was perhaps due to the short interaction period. Nonetheless, 5 min of robot tutoring improved their scores by about 30%, while performance dropped only for a few challenged children. We discuss topics, such as teaching language skills, which may be fostered by human likeness in appearance and behaviors; however, for Science, Technology, Engineering, and Mathematics (STEM)-related subjects, the social aspects of robots hardly seem to matter.
topic robot tutelage
social robots
multiplication
experience design
url https://www.mdpi.com/2218-6581/10/1/16
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