{"title":"如何管理儿童-机器人辅导互动中的情感状态?","authors":"Thorsten Schodde, Laura Hoffmann, S. Kopp","doi":"10.1109/COMPANION.2017.8287073","DOIUrl":null,"url":null,"abstract":"Social robots represent a fruitful enhancement of intelligent tutoring systems that can be used for one-to-one tutoring. The role of affective states during learning has so far only scarcely been considered in such systems, because it is unclear which cues should be tracked, how they should be interpreted, and how the system should react to them. Therefore, we conducted expert interviews with preschool teachers, and based on these results suggest a conceptual model for tracing and managing the affective state of preschool children during robot-child tutoring.","PeriodicalId":132735,"journal":{"name":"2017 International Conference on Companion Technology (ICCT)","volume":"36 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2017-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"17","resultStr":"{\"title\":\"How to manage affective state in child-robot tutoring interactions?\",\"authors\":\"Thorsten Schodde, Laura Hoffmann, S. Kopp\",\"doi\":\"10.1109/COMPANION.2017.8287073\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Social robots represent a fruitful enhancement of intelligent tutoring systems that can be used for one-to-one tutoring. The role of affective states during learning has so far only scarcely been considered in such systems, because it is unclear which cues should be tracked, how they should be interpreted, and how the system should react to them. Therefore, we conducted expert interviews with preschool teachers, and based on these results suggest a conceptual model for tracing and managing the affective state of preschool children during robot-child tutoring.\",\"PeriodicalId\":132735,\"journal\":{\"name\":\"2017 International Conference on Companion Technology (ICCT)\",\"volume\":\"36 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2017-09-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"17\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2017 International Conference on Companion Technology (ICCT)\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/COMPANION.2017.8287073\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2017 International Conference on Companion Technology (ICCT)","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/COMPANION.2017.8287073","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
How to manage affective state in child-robot tutoring interactions?
Social robots represent a fruitful enhancement of intelligent tutoring systems that can be used for one-to-one tutoring. The role of affective states during learning has so far only scarcely been considered in such systems, because it is unclear which cues should be tracked, how they should be interpreted, and how the system should react to them. Therefore, we conducted expert interviews with preschool teachers, and based on these results suggest a conceptual model for tracing and managing the affective state of preschool children during robot-child tutoring.
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