Social agents as catalysts: Social dynamics in the classroom with book introduction robot

Abstract

One of the possible benefits of robot-mediated education is the effect of the robot becoming a catalyst between people and facilitating learning. In this study, the authors focused on an asynchronous active learning method mediated by robots. Active learning is believed to help students continue learning and develop the ability to think independently. Therefore, the authors improved the UGA (User Generated Agent) system that we have created for long-term active learning in COVID-19 to create an environment where children introduce books to each other via robots. The authors installed the robot in an elementary school and conducted an experiment lasting more than a year. As a result, it was confirmed that the robot could continue to be used without getting bored even over a long period of time. They also analyzed how the children created the contents by analyzing the contents that had a particularly high number of views. In particular, the authors observed changes in children’s behavior, such as spontaneous advertising activities, guidance from upperclassmen to lowerclassmen, collaboration with multiple people, and increased interest in technology, even under conditions where the new coronavirus was spreading and children’s social interaction was inhibited.