Robot education peers in a situated primary school study: Personalisation promotes child learning.
Robot education peers in a situated primary school study: Personalisation promotes child learning.
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DOI：
10.1371/journal.pone.0178126
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发表时间：
2017
期刊：
影响因子：
3.7
通讯作者：
Belpaeme T
中科院分区：
文献类型：
--
作者：
Baxter P;Ashurst E;Read R;Kennedy J;Belpaeme T
社会机器人的好处，以支持儿童学习的教育背景下，在很长一段时间内进行评估。具体而言，机器人社会行为的个性化和适应的效果进行评估。两个自主机器人被嵌入在一所小学的两个匹配的教室内，连续两周，没有实验人员的监督，作为孩子们熟悉和新颖科目的学习伙伴。结果表明，虽然儿童在个性化和非个性化条件下都能学习，但当与行为个性化的机器人互动时，儿童对新主题的学习会增加，有迹象表明这种好处扩展到其他基于班级的表现。获得的其他证据表明，有更多的接受个性化的机器人同行超过非个性化的版本。这些结果提供了第一个证据，支持同行机器人的行为个性化具有积极的影响，学习时，嵌入在一个学习环境中的一段较长的时间。
The benefit of social robots to support child learning in an educational context over an extended period of time is evaluated. Specifically, the effect of personalisation and adaptation of robot social behaviour is assessed. Two autonomous robots were embedded within two matched classrooms of a primary school for a continuous two week period without experimenter supervision to act as learning companions for the children for familiar and novel subjects. Results suggest that while children in both personalised and non-personalised conditions learned, there was increased child learning of a novel subject exhibited when interacting with a robot that personalised its behaviours, with indications that this benefit extended to other class-based performance. Additional evidence was obtained suggesting that there is increased acceptance of the personalised robot peer over a non-personalised version. These results provide the first evidence in support of peer-robot behavioural personalisation having a positive influence on learning when embedded in a learning environment for an extended period of time.