TY - GEN
T1 - Second Language Tutoring Using Social Robots
T2 - 14th Annual ACM/IEEE International Conference on Human-Robot Interaction, HRI 2019
AU - Vogt, Paul
AU - Van Den Berghe, Rianne
AU - De Haas, Mirjam
AU - Hoffman, Laura
AU - Kanero, Junko
AU - Mamus, Ezgi
AU - Montanier, Jean-Marc
AU - Oranç, Cansu
AU - Oudgenoeg-Paz, Ora
AU - García, Daniel Hernández
AU - Papadopoulos, Fotios
AU - Schodde, Thorsten
AU - Verhagen, Josje
AU - Wallbridgell, Christopher D.
AU - Willemsen, Bram
AU - De Wit, Jan
AU - Belpaeme, Tony
AU - Göksun, Tilbe
AU - Kopp, Stefan
AU - Krahmer, Emiel
AU - Küntay, Aylin C.
AU - Leseman, Paul
AU - Pandey, Amit Kumar
PY - 2019/3/22
Y1 - 2019/3/22
N2 - We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.
AB - We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.
UR - http://www.scopus.com/inward/record.url?scp=85063998159&partnerID=8YFLogxK
U2 - 10.1109/HRI.2019.8673077
DO - 10.1109/HRI.2019.8673077
M3 - Conference contribution
T3 - ACM/IEEE International Conference on Human-Robot Interaction
SP - 497
EP - 505
BT - HRI 2019 - 14th ACM/IEEE International Conference on Human-Robot Interaction
PB - IEEE Computer Society
Y2 - 11 March 2019 through 14 March 2019
ER -