Can a Social Robot Stimulate Science Curiosity in Classrooms?
Can a Social Robot Stimulate Science Curiosity in Classrooms?
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DOI：
10.1007/s12369-015-0303-1
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发表时间：
2015-11-01
影响因子：
4.7
通讯作者：
Hagita, Norihiro
中科院分区：
文献类型：
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作者：
Shiomi, Masahiro;Kanda, Takayuki;Hagita, Norihiro
这项研究调查了社交机器人的存在和与其互动是否提高了孩子们对科学的兴趣。我们把我们的社交机器人Robovie放在小学的科学课上，孩子们可以在课间自由地与它互动。Robovie是远程操作的，它的行为被设计成回答任何与科学有关的问题。它鼓励孩子们通过发起关于课堂主题的对话来询问科学。我们的结果表明，尽管Robovie没有影响整个班级的科学好奇心，但向Robovie提出科学问题的孩子们有个别增加。
This study investigates whether the presence of a social robot and interaction with it raises children's interest in science. We placed Robovie, our social robot, in an elementary school science class where children could freely interact with it during their breaks. Robovie was tele-operated and its behaviors were designed to answer any questions related to science. It encouraged the children to ask about science by initiating conversations about class topics. Our result shows that even though Robovie did not influence the science curiosity of the entire class, there were individual increases in the children who asked Robovie science questions.