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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Online Access: | https://www.mdpi.com/2218-6581/10/1/16 |
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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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