The Effects of Physical form and Embodied Action in a Teachable Robot for Geometry Learning
The Effects of Physical form and Embodied Action in a Teachable Robot for Geometry Learning
复制标题
可教机器人中物理形态和具体动作对几何学习的影响
DOI：
10.1109/icalt.2016.129
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Kasia Muldner
中科院分区：
文献类型：
--
作者：
Erin Walker;Victor Girotto;Younsu Kim;Kasia Muldner
可教代理是学生教授他们试图掌握的领域的学习伙伴。虽然大多数可教代理都是虚拟的，但让学生教具有物理形式的代理（即，机器人）。机器人可以更好地让学生参与学习活动，如果学生采取具体行动来指导机器人，他们可以发展更深的知识。在本文中，我们调查这两个假设使用rTAG系统，可教机器人几何学习。在一项有37名4 - 6年级参与者的研究中，我们将rTAG与其他两种情况进行了比较，一种情况是学生使用具体行动来教授虚拟代理，另一种情况是学生在个人计算机上教授虚拟代理。我们发现，虽然没有显着的学习条件之间的差异，学生的代理人的看法是受条件和先验知识。
A teachable agent is a learning companion that students teach about a domain they are trying to master. While most teachable agents have been virtual, there may be advantages to having students teach an agent with a physical form (i.e., a robot). The robot may better engage students in the learning activity, and if students take embodied action in order to instruct the robot, they may develop deeper knowledge. In this paper, we investigate these two hypotheses using the rTAG system, a teachable robot for geometry learning. In a study with 37 4th-6th grade participants, we compare rTAG to two other conditions, one where students use embodied action to teach a virtual agent, and one where students teach a virtual agent on a personal computer. We find that while there are no significant learning differences between conditions, students' perceptions of the agent are influenced by condition and prior knowledge.