Effects of an Adaptive Robot Encouraging Teamwork on Students’ Learning

Parastoo Baghaei Ravari, Ken Jen Lee, E. Law, D. Kulić
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引用次数: 6

Abstract

In this work, we designed a teachable robot that encourages a pair of students to discuss their thoughts and teaching decisions during the tutoring session. The robot adapts to the students’ talking activity and adjusts the frequency and type of encouragement. We hypothesize that the robot’s encouragement of group discussion can enhance the social engagement of group members, leading to improved learning and enjoyment. We ran a user study (n = 68), where a pair of participants (dyad) worked together to teach a humanoid robot about rocks and minerals. In the adaptive condition, the robot uses reinforcement learning to maximise interaction between the dyad members. Results show that the adaptive robot was successful in creating more dialogue between dyad members and in increasing task engagement, but did not affect learning or enjoyment. Over time, the adaptive robot was also able to encourage both members to contribute more equally to the conversation.
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鼓励团队合作的自适应机器人对学生学习的影响
在这项工作中,我们设计了一个可教的机器人,鼓励一对学生在辅导期间讨论他们的想法和教学决策。机器人能够适应学生的说话活动,调整鼓励的频率和类型。我们假设机器人对小组讨论的鼓励可以增强小组成员的社会参与,从而提高学习和享受。我们进行了一项用户研究(n = 68),其中一对参与者(二人组)一起教一个人形机器人关于岩石和矿物的知识。在自适应条件下,机器人使用强化学习来最大化二组成员之间的互动。结果表明,自适应机器人可以成功地在两组成员之间建立更多的对话,并增加任务参与度,但不影响学习或享受。随着时间的推移,自适应机器人也能够鼓励双方成员在对话中做出更平等的贡献。
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