Dyadic Stance in Natural Language Communication with a Teachable Robot
Dyadic Stance in Natural Language Communication with a Teachable Robot
复制标题
与可教机器人进行自然语言交流的二元立场
DOI：
10.1145/3173386.3176979
复制
发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Pon-Barry, Heather
中科院分区：
文献类型：
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作者：
Chaffey, Tricia;Kim, Hyeji;Nobrega, Emilia;Lubold, Nichola;Pon-Barry, Heather
学习伴侣机器人可以提供个性化的学习互动，让学生参与包括STEM在内的许多领域。为了成功的互动，学生必须感到舒适和参与。我们描述了一个实验与学习伴侣机器人作为一个可教的机器人;基于人对人的同伴辅导，学生教机器人如何解决数学问题。我们比较学生的舒适，注意力，参与，动机和身体接近的两个二元的立场形成的态度：面对面的立场和并排的立场。在人机交互实验中，二人组通常采取面对面的姿势，而在人对人的同伴辅导中，二人组通常并排坐在一起以及面对面。我们发现，学生在面对面的立场报告更强的舒适感和注意力，相比，学生在并排的立场。我们发现，在参与感、动机和身体接近度方面，立场没有区别。
Learning companion robots can provide personalized learning interactions to engage students in many domains including STEM. For successful interactions, students must feel comfortable and engaged. We describe an experiment with a learning companion robot acting as a teachable robot; based on human-to-human peer tutoring, students teach the robot how to solve math problems. We compare student attitudes of comfort, attention, engagement, motivation, and physical proximity for two dyadic stance formations: a face-to-face stance and a side-by-side stance. In human-robot interaction experiments, it is common for dyads to assume a face-to-face stance, while in human-to-human peer tutoring, it is common for dyads to sit in side-by-side as well as face-to-face formations. We find that students in the face-to-face stance report stronger feelings of comfort and attention, compared to students in the side-by-side stance. We find no difference between stances for feelings of engagement, motivation, and physical proximity.
具有社交能力的会话导师可以在协作学习情境中发挥作用
DOI：
10.1007/978-3-642-13388-6_20
发表时间：
2010
期刊：
Volume 6: 34th International Conference on Design Theory and Methodology (DTM)
影响因子：
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作者：
Rohit Kumar;H. Ai;J. Beuth;C. Rosé
通讯作者：
C. Rosé
场景塑造研究：在野外调整 F 形态
DOI：
--
发表时间：
2018
期刊：
影响因子：
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作者：
D. Bohus;Sean Andrist;E. Horvitz
通讯作者：
E. Horvitz