TY - JOUR
T1 - Second Language Tutoring Using Social Robots: A Large-Scale Study
AU - Vogt, P
AU - van, den Berghe R
AU - de, Haas M
AU - Hoffman, L
AU - Kanero, J
AU - Mamus, E
AU - Montanier, J-M
AU - Oranc, C
AU - Oudgenoeg-Paz, O
AU - Garcia, DH
AU - Papadopoulos, F
AU - Schodde, T
AU - Verhagen, J
AU - Wallbridgell, CD
AU - Willemsen, B
AU - de, Wit J
AU - Belpaeme, T
AU - Goksun, T
AU - Kopp, S
AU - Krahmer, E
AU - Kuntay, AC
AU - Leseman, P
AU - Pandey, AK
PY - 2019/3
Y1 - 2019/3
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 - https://pearl.plymouth.ac.uk/context/secam-research/article/2265/viewcontent/second_language_tutoring_final.pdf
U2 - 10.1109/hri.2019.8673077
DO - 10.1109/hri.2019.8673077
M3 - Conference proceedings published in a journal
SN - 2167-2148
VL - 0
JO - 2019 14th ACM/IEEE International Conference on Human-Robot Interaction (HRI)
JF - 2019 14th ACM/IEEE International Conference on Human-Robot Interaction (HRI)
IS - 0
T2 - 2019 14th ACM/IEEE International Conference on Human-Robot Interaction (HRI)
Y2 - 11 March 2019 through 14 March 2019
ER -