Higher Nonverbal Immediacy Leads to Greater Learning Gains in Child-Robot Tutoring Interactions
Higher Nonverbal Immediacy Leads to Greater Learning Gains in Child-Robot Tutoring Interactions
复制标题
更高的非语言即时性可以在儿童机器人辅导互动中带来更大的学习收益
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Tony Belpaeme
中科院分区：
文献类型：
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作者：
James Kennedy;Paul E. Baxter;Emmanuel Senft;Tony Belpaeme
非语言即时性与人-人交互中的认知学习收益呈正相关，但在人-机器人交互环境中仍然相对未被探索。本文提出了一种研究，其中机器人的行为是来自非语言的即时性的原则。高和低的即时性行为都是在与孩子们的辅导互动中进行评估的，在互动中，机器人教孩子们如何计算数字是否是质数。结果发现，与机器人互动的儿童表现出更直接的非语言行为，使显着的学习收益，而那些与不太直接的机器人没有互动。一个强大的趋势表明，儿童可以感知条件之间的差异，支持现有的工作与成人的结果。
Nonverbal immediacy has been positively correlated with cognitive learning gains in human-human interaction, but remains relatively under-explored in human-robot interaction contexts. This paper presents a study in which robot behaviour is derived from the principles of nonverbal immediacy. Both high and low immediacy behaviours are evaluated in a tutoring interaction with children where a robot teaches how to work out whether numbers are prime. It is found that children who interact with the robot exhibiting more immediate nonverbal behaviour make significant learning gains, whereas those interacting with the less immediate robot do not. A strong trend is found suggesting that the children can perceive the differences between conditions, supporting results from existing work with adults.