Inquiry learning with a social robot: can you explain that to me?

Frances Martine Wijnen, Vasiliki Charisi, Daniel Patrick Davison, Jan van der Meij, Dennis Reidsma, Vanessa Evers

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Abstract

This paper presents preliminary results of a study which assesses the impact a social robot might have on the verbalization of a child’s internal reasoning and knowledge while working on a learning task. In a comparative experiment we offered children the context of either a social robot or an interactive tablet for verbally explaining their thoughts, while keeping the content of the learning task identical. Results suggest the context of a social robot leads to a faster response time from the children.
Original languageEnglish
Title of host publicationProceedings of New Friends 2015: the 1st international conference on social robotics in therapy and education
EditorsM. Heerink, M. de Jong
Place of PublicationAlmere, the Netherlands
PublisherWindesheim Flevoland
Pages24-25
Number of pages2
Publication statusPublished - 22 Oct 2015
EventNew Friends 2015, 1st International Conference on Social Robotics in Therapy and Education - Almere, Netherlands
Duration: 22 Oct 201523 Oct 2015
Conference number: 1

Publication series

Name
PublisherWindesheim Flevoland

Conference

ConferenceNew Friends 2015, 1st International Conference on Social Robotics in Therapy and Education
CountryNetherlands
CityAlmere
Period22/10/1523/10/15
Other22-23 October 2015

Keywords

  • EWI-26625
  • verbalization
  • EC Grant Agreement nr.: FP7/611971
  • EC Grant Agreement nr.: FP7-ICT-2013-10
  • Social robot
  • interactive explaining
  • Inquiry learning
  • Child-robot interaction
  • METIS-315120
  • IR-98886

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