Robot watchfulness hinders learning performance
Robot watchfulness hinders learning performance
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机器人的警惕性阻碍了学习表现
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Martin Saerbeck
中科院分区：
文献类型：
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作者：
Jonathan S. Herberg;S. Feller;Ilker Yengin;Martin Saerbeck
教育技术应用，如计算机化的学习环境和机器人导师，通常被编程为提供社交线索，以促进自然互动和提高生产力。然而，社交互动可能会产生与这些目标背道而驰的潜在成本。在这里，我们提出了一个实验测试的影响，一个观察与非观察机器人导师对儿童的语言学习的努力和表现。在两个互动环节中，孩子们从机器人导师那里学习了法语和拉丁语规则，并填写了应用规则翻译短语的表格。结果表明，更好的性能在会话中的机器人看起来远离，相比，它看向孩子的会话，因为孩子正在填写的任务。对于较难的工作表项目，情况尤其如此。这些发现强调了谨慎实施社交机器人行为的必要性，以避免产生适得其反的效果。
Educational technological applications, such as computerized learning environments and robot tutors, are often programmed to provide social cues for the purposes of facilitating natural interaction and enhancing productive outcomes. However, there can be potential costs to social interactions that could run counter to such goals. Here, we present an experiment testing the impact of a watchful versus non-watchful robot tutor on children's language-learning effort and performance. Across two interaction sessions, children learned French and Latin rules from a robot tutor and filled in worksheets applying the rules to translate phrases. Results indicate better performance on the worksheets in the session in which the robot looked away from, as compared to the session it looked toward the child, as the child was filling in the worksheets. This was the case in particular for the more difficult worksheet items. These findings highlight the need for careful implementation of social robot behaviors to avoid counterproductive effects.