Feasibility of Collaborative Learning with Robots Which Prompts Constructive Interaction
Feasibility of Collaborative Learning with Robots Which Prompts Constructive Interaction
复制标题
与机器人协作学习促进建设性互动的可行性
DOI：
10.1527/tjsai.a-f93
复制
发表时间：
2016
影响因子：
--
通讯作者：
T. Furuhashi
中科院分区：
文献类型：
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作者：
Felix Jimenez;Masayoshi Kanoh;T. Yoshikawa;T. Furuhashi
本文报告了与教育支持机器人之间的协作学习的可行性。我们设计了一个机器人来促进建设性的互动。建构性互动被认为是协作学习的基础。当两个学生在解决同一个问题时，就会产生建设性的互动。因此，机器人的设计，交替执行扬声器运动和听众运动发生建设性的互动与人类。在演讲者运动中，机器人向伙伴解释解决方法并解决问题。此外，机器人随着学习的进展提高了准确率。在听者运动中，机器人不解决问题，而是关注正在解决问题的伙伴。机器人学习，同时解决一个问题，由学习系统发出的大学生。大学生们在学习系统中与机器人一起学习了一个月，并在此期间拍摄了视频，以了解他们是如何学习的。这一研究结果表明，机器人，交替解决问题的人，并提高其准确率，随着学习的进展，促使学习者学习的建设性互动与机器人在协作学习。这种建设性的互动表明，学习者交替地与机器人解决问题和听机器人说话。然而，当机器人将其准确率提高到100%并执行相同的动作时，学习者对机器人的兴趣就会下降。此外，屏幕代理，这是设计相同的动作，机器人，并没有促使一些学习者通过建设性的互动学习，因为他们感到恶心，屏幕代理不能正确地解决问题，所以他们忽略了屏幕代理说什么。同样的情况也发生在一些学习者与机器人学习。
This paper reports feasibility of collaborative learning with educational-support robots between human. We designed a robot to prompt the constructive interaction. Constructive interaction has been regarded as a foundation of collaborative learning. Constructive interaction occurs when two students are solving the same question. Therefore, the robot is designed that alternately perform the speaker motion and listener motion to occur constructive interaction with human. In the speaker motion, the robot explains a solving method to the partner and solves a question. Moreover, the robot improves its accuracy rate as learning progress. In the listener motion, the robot does not solve a question and paying attention to a partner who is solving the questions. The robot learns while solving a question issued by learning system with a college student. The college students learned in the learning system with the robot for one month and were videoed during that time to see how they learned. This results of the study suggest that robot, which alternately solves the question with a human and improves its accuracy rate as learning progress, prompts learners to learning by constructive interaction with robot in collaborative learning. This constructive interaction indicates that learners alternately solve the question with robot and listen to robot’s speaking. However, learners interest in robot decrease when robot improves its accuracy rate at 100% and performs the same action. Additionally, the screen agent, which is designed same action as robot, does not prompt some learners to learning by constructive interaction because they feel lousy that screen agent could not solve the question correctly, so they ignore what the screen agent says. The same situation was occurred in some learners learning with robot.
感性交流机器人“Ifbot”的情感面部表情
DOI：
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发表时间：
2005
期刊：
Kansei Engineering International International, Vol.5, No.3
影响因子：
--
作者：
Masayoshi KANOH;Susumu IWATA;Shohei KATO;Hidenori ITOH
通讯作者：
Hidenori ITOH