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The Effect of a Robot’s Gestures and Adaptive Tutoring on Children’s Acquisition of Second Language Vocabularies
de Wit,Jan Schodde,Thorsten Willemsen,Bram Bergmann,Kirsten de Haas,Mirjam Kopp,Stefan Krahmer,Emiel Vogt,Paul
de Wit,Jan
Schodde,Thorsten
Willemsen,Bram
Bergmann,Kirsten
de Haas,Mirjam
Kopp,Stefan
Krahmer,Emiel
Vogt,Paul
Abstract
This paper presents a study in which children, four to six years old, were taught words in a second language by a robot tutor. The goal is to evaluate two ways for a robot to provide scaffolding for students: the use of iconic gestures, combined with adaptively choosing the next learning task based on the child’s past performance. The results show a positive effect on long-term memorization of novel words, and an overall higher level of engagement during the learning activities when gestures are used. The adaptive tutoring strategy reduces the extent to which the level of engagement is diminishing during the later part of the interaction.
Description
Date
2018-03
Journal Title
Journal ISSN
Volume Title
Publisher
ACM
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Research Projects
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Keywords
Language tutoring, Robotics, Education, Human-Robot Interaction, Bayesian Knowledge Tracing, Non-verbal communication, SDG 4 - Quality Education
Citation
de Wit, J, Schodde, T, Willemsen, B, Bergmann, K, de Haas, M, Kopp, S, Krahmer, E & Vogt, P 2018, The Effect of a Robot’s Gestures and Adaptive Tutoring on Children’s Acquisition of Second Language Vocabularies. in Proceedings of the 2018 ACM/IEEE International Conference on Human-Robot Interaction. ACM, pp. 50-58, 2018 ACM/IEEE International Conference on Human-Robot Interaction, Chicago, United States, 5/03/18.
License
info:eu-repo/semantics/openAccess