When Positive Perception of the Robot Has No Effect on Learning
When Positive Perception of the Robot Has No Effect on Learning
复制标题
当对机器人的积极感知对学习没有影响时
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Barbara Bruno
中科院分区：
文献类型：
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作者：
Jauwairia Nasir;P. Dillenbourg;Utku Norman;Barbara Bruno
人形机器人，专注于个性化的社会行为，越来越多地被部署在教育环境中，以支持学习。然而，如何设计教学HRI设计和机器人干预，对参与者的学习产生真正的、积极的影响，并有效地衡量这种影响，仍然是一个悬而未决的挑战。作为解决这一问题的第一次努力，在本文中，我们提出了一种新颖的机器人介导的协作问题解决活动，称为JUSThink，旨在提高他们的计算思维能力。JUSThink将作为调查机器人行为如何影响儿童参与活动的基线和参考，以及他们在工作时的合作和相互理解。为此，第一次迭代旨在调查(i)参与者对活动的参与（内在动机清单- imi），他们的相互理解（IMIlike）和对机器人的感知（Godspeed Questionnaire）；（ii）参与者在活动期间的表现，使用几个绩效和学习指标。我们在瑞士的两所国际学校进行了广泛的用户研究，其中约有100名儿童成对参与了一小时的活动互动。令人惊讶的是，我们观察到，虽然团队的表现显着影响团队成员如何评估他们的能力，相互理解和任务参与，但它并不影响他们对机器人及其有用性的看法，这一事实强调了在评估机器人在教育活动中的影响时需要基线研究和多维评估指标。
Humanoid robots, with a focus on personalised social behaviours, are increasingly being deployed in educational settings to support learning. However, crafting pedagogical HRI designs and robot interventions that have a real, positive impact on participants’ learning, as well as effectively measuring such impact, is still an open challenge. As a first effort in tackling the issue, in this paper we propose a novel robot-mediated, collaborative problem solving activity for schoolchildren, called JUSThink, aiming at improving their computational thinking skills. JUSThink will serve as a baseline and reference for investigating how the robot’s behaviour can influence the engagement of the children with the activity, as well as their collaboration and mutual understanding while working on it. To this end, this first iteration aims at investigating (i) participants’ engagement with the activity (Intrinsic Motivation Inventory—IMI), their mutual understanding (IMIlike) and perception of the robot (Godspeed Questionnaire); (ii) participants’ performance during the activity, using several performance and learning metrics. We carried out an extensive user-study in two international schools in Switzerland, in which around 100 children participated in pairs in one-hour long interactions with the activity. Surprisingly, we observe that while a teams’ performance significantly affects how team members evaluate their competence, mutual understanding and task engagement, it does not affect their perception of the robot and its helpfulness, a fact which highlights the need for baseline studies and multi-dimensional evaluation metrics when assessing the impact of robots in educational activities.
影响因子：
16.4
作者：
Ryan, RM;Deci, EL
通讯作者：
Deci, EL