Child-Robot Interactions for Second Language Tutoring to Preschool Children
Child-Robot Interactions for Second Language Tutoring to Preschool Children
复制标题
学龄前儿童第二语言辅导的儿童与机器人互动
DOI：
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发表时间：
2017
影响因子：
2.9
通讯作者：
Emiel Krahmer
中科院分区：
文献类型：
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作者：
P. Vogt;M. de Haas;Chiara de Jong;Peta Baxter;Emiel Krahmer
在这个数字时代，社交机器人将越来越多地用于教育目的，例如第二语言辅导。在这篇透视文章中，我们提出了一些设计功能，以开发一个儿童友好的社交机器人，可以有效地支持儿童在第二语言学习，我们讨论了一些技术挑战，开发这些。我们提出的功能包括选择开发机器人，使其可以作为一个同伴，在第二语言学习过程中激励孩子，同时建立信任，同时仍然比孩子更有知识，并以成人的方式构建知识。我们还认为，儿童对机器人的第一印象对于他们建立信任和共同点至关重要，这将支持儿童与机器人的长期互动。因此，我们提出了一个战略，介绍机器人在一个安全的方式给幼儿。其他特征涉及适应个别儿童的语言熟练程度的能力，在时间和语义上做出应急反应，建立共同注意力，使用有意义的手势，提供有效的反馈和监测儿童的学习进度。我们观察到的技术挑战包括儿童的自动语音识别（ASR），可靠的对象识别以促进语义偶然性和建立联合注意力，以及使用不具有与人类相同形态的机器人开发类似人类的手势。我们简要地讨论了一个实验中，我们调查儿童如何回应不同形式的反馈，机器人可以给。
In this digital age social robots will increasingly be used for educational purposes, such as second language tutoring. In this perspective article, we propose a number of design features to develop a child-friendly social robot that can effectively support children in second language learning, and we discuss some technical challenges for developing these. The features we propose include choices to develop the robot such that it can act as a peer to motivate the child during second language learning and build trust at the same time, while still being more knowledgeable than the child and scaffolding that knowledge in adult-like manner. We also believe that the first impressions children have about robots are crucial for them to build trust and common ground, which would support child-robot interactions in the long term. We therefore propose a strategy to introduce the robot in a safe way to toddlers. Other features relate to the ability to adapt to individual children’s language proficiency, respond contingently, both temporally and semantically, establish joint attention, use meaningful gestures, provide effective feedback and monitor children’s learning progress. Technical challenges we observe include automatic speech recognition (ASR) for children, reliable object recognition to facilitate semantic contingency and establishing joint attention, and developing human-like gestures with a robot that does not have the same morphology humans have. We briefly discuss an experiment in which we investigate how children respond to different forms of feedback the robot can give.