Serholt Sofia, Ekström Sara, Küster Dennis, Ljungblad Sara, Pareto Lena
Department of Applied IT, Division of Learning, Communication and IT, University of Gothenburg, Gothenburg, Sweden.
Division of Media and Design, School of Business, Economics and IT, University West, Trollhättan, Sweden.
Front Robot AI. 2022 Feb 21;9:836462. doi: 10.3389/frobt.2022.836462. eCollection 2022.
Social robots are increasingly being studied in educational roles, including as tutees in learning-by-teaching applications. To explore the benefits and drawbacks of using robots in this way, it is important to study how robot tutees compare to traditional learning-by-teaching situations. In this paper, we report the results of a within-subjects field experiment that compared a robot tutee to a human tutee in a Swedish primary school. Sixth-grade students participated in the study as tutors in a collaborative mathematics game where they were responsible for teaching a robot tutee as well as a third-grade student in two separate sessions. Their teacher was present to provide support and guidance for both sessions. Participants' perceptions of the interactions were then gathered through a set of quantitative instruments measuring their enjoyment and willingness to interact with the tutees again, communication and collaboration with the tutees, their understanding of the task, sense of autonomy as tutors, and perceived learning gains for tutor and tutee. The results showed that the two scenarios were comparable with respect to enjoyment and willingness to play again, as well as perceptions of learning gains. However, significant differences were found for communication and collaboration, which participants considered easier with a human tutee. They also felt significantly less autonomous in their roles as tutors with the robot tutee as measured by their stated need for their teacher's help. Participants further appeared to perceive the activity as somewhat clearer and working better when playing with the human tutee. These findings suggest that children can enjoy engaging in peer tutoring with a robot tutee. However, the interactive capabilities of robots will need to improve quite substantially before they can potentially engage in autonomous and unsupervised interactions with children.
社交机器人在教育角色方面正受到越来越多的研究，包括在“以教促学”应用中作为被辅导者。为了探究以这种方式使用机器人的利弊，研究机器人被辅导者与传统“以教促学”情境相比如何是很重要的。在本文中，我们报告了一项在瑞典一所小学进行的、将机器人被辅导者与人类被辅导者进行比较的被试内现场实验的结果。六年级学生作为辅导者参与了一项合作数学游戏的研究，在两个不同的环节中，他们分别负责教导一个机器人被辅导者和一名三年级学生。他们的老师在两个环节中都在场提供支持和指导。然后通过一组定量工具收集参与者对互动的看法，这些工具测量他们再次与被辅导者互动的乐趣和意愿、与被辅导者的沟通与协作、他们对任务的理解、作为辅导者的自主感，以及对辅导者和被辅导者的学习收获的感知。结果表明，在乐趣、再次参与游戏的意愿以及对学习收获的感知方面，这两种情境具有可比性。然而，在沟通与协作方面发现了显著差异，参与者认为与人类被辅导者沟通协作更容易。根据他们表示需要老师帮助的情况来衡量，他们作为机器人被辅导者的辅导者时，自主感也显著降低。参与者进一步表示，在与人类被辅导者一起玩时，他们觉得活动似乎更清晰且进行得更好。这些发现表明，孩子们可以享受与机器人被辅导者进行同伴辅导的过程。然而，在机器人能够潜在地与孩子们进行自主和无监督的互动之前，它们的交互能力还需要大幅提高。
