Abstract
AbstractThis paper describes a longitudinal study in which children could interact unsupervised and at their own initiative with a fully autonomous computer aided learning (CAL) system situated in their classroom. The focus of this study was to investigate how the mindset of children is affected when delivering effort-related praise through a social robot. We deployed two versions: a CAL system that delivered praise through headphones only, and an otherwise identical CAL system that was extended with a social robot to deliver the praise. A total of 44 children interacted repeatedly with the CAL system in two consecutive learning tasks over the course of approximately four months. Overall, the results show that the participating children experienced a significant change in mindset. The effort-related praise that was delivered by a social robot seemed to have had a positive effect on children’s mindset, compared to the regular CAL system where we did not see a significant effect.
Funder
FP7 Information and Communication Technologies
Publisher
Springer Science and Business Media LLC
Subject
Human-Computer Interaction,Signal Processing
Reference65 articles.
1. Baylor AL, Kim Y (2005) Simulating instructional roles through pedagogical agents. Int J Artif Intell Educ 15(2):95–115. https://doi.org/10.1007/BF02504991
2. Baylor AL, Shen E, Warren D, Freire P (2004) Supporting learners with math anxiety: the impact of pedagogical agent emotional and motivational support. In: Proceedings of the workshop on social and emotional intelligence in learning environments at the international conference on intelligent tutoring systems (ITS 2004). Springer, Berlin, pp 6–12
3. Belpaeme T, Baxter PE, Read R, Wood R, Cuayáhuitl H, Kiefer B, Racioppa S, Kruijff-Korbayová I, Athanasopoulos G, Enescu V, Looije R, Neerincx M, Demiris Y, Ros-Espinoza R, Beck A, Cañamero L, Hiolle A, Lewis M, Baroni I, Nalin M, Cosi P, Paci G, Tesser F, Sommavilla G, Humbert R (2012) Multimodal child-robot interaction: building social bonds. J Hum-Robot Interact 1(2):33–53. https://doi.org/10.5898/JHRI.1.2.Belpaeme
4. Belpaeme T, Kennedy J, Ramachandran A, Scassellati B, Tanaka F (2018) Social robots for education: a review. Sci Robot 3(21):1–9. https://doi.org/10.1126/scirobotics.aat5954
5. Blackwell LS, Trzesniewski KH, Dweck CS (2007) Implicit theories of intelligence predict achievement across an adolescent transition: a longitudinal study and an intervention. Child Dev 78(1):246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
Cited by
17 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献