A Robot Teaching Young Children a Second Language: The Effect of Multiple Interactions on Engagement and Performance

Emmy Rintjema; Rianne van den Berghe; Anne Kessels; Jan de Wit; Paul Vogt

doi:10.1145/3173386.3177059

A Robot Teaching Young Children a Second Language: The Effect of Multiple Interactions on Engagement and Performance

Emmy Rintjema, Rianne van den Berghe, Anne Kessels, Jan de Wit, Paul Vogt

Chair Leseman

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

Abstract

This paper explores the use of a social robot for one-on-one
tutoring, in a study in which 15 children participated in four
second-language tutoring sessions. Specifically, changes across
sessions are measured on two dimensions: engagement and
performance. Results have revealed a significant positive change
in performance as well as a significant pattern in engagement
across the interactions.

Original language	English
Title of host publication	Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction
Place of Publication	Chicago
Publisher	Association for Computing Machinery
Pages	219-220
ISBN (Electronic)	978-1-4503-5615-2
DOIs	https://doi.org/10.1145/3173386.3177059
Publication status	Published - 2018

Keywords

Child-robot interaction
language tutoring
education

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10.1145/3173386.3177059

Rintjema et al. (2018) Multiple interactionsFinal published version, 575 KB

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Rintjema, E., van den Berghe, R., Kessels, A., de Wit, J., & Vogt, P. (2018). A Robot Teaching Young Children a Second Language: The Effect of Multiple Interactions on Engagement and Performance. In Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction (pp. 219-220). Association for Computing Machinery. https://doi.org/10.1145/3173386.3177059

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title = "A Robot Teaching Young Children a Second Language: The Effect of Multiple Interactions on Engagement and Performance",

abstract = "This paper explores the use of a social robot for one-on-onetutoring, in a study in which 15 children participated in foursecond-language tutoring sessions. Specifically, changes acrosssessions are measured on two dimensions: engagement andperformance. Results have revealed a significant positive changein performance as well as a significant pattern in engagementacross the interactions. ",

keywords = "Child-robot interaction, language tutoring, education",

author = "Emmy Rintjema and {van den Berghe}, Rianne and Anne Kessels and {de Wit}, Jan and Paul Vogt",

year = "2018",

doi = "10.1145/3173386.3177059",

language = "English",

pages = "219--220",

booktitle = "Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction",

publisher = "Association for Computing Machinery",

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Rintjema, E, van den Berghe, R, Kessels, A, de Wit, J & Vogt, P 2018, A Robot Teaching Young Children a Second Language: The Effect of Multiple Interactions on Engagement and Performance. in Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction. Association for Computing Machinery, Chicago, pp. 219-220. https://doi.org/10.1145/3173386.3177059

A Robot Teaching Young Children a Second Language: The Effect of Multiple Interactions on Engagement and Performance. / Rintjema, Emmy; van den Berghe, Rianne; Kessels, Anne et al.
Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction. Chicago: Association for Computing Machinery, 2018. p. 219-220.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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AU - Vogt, Paul

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KW - Child-robot interaction

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A Robot Teaching Young Children a Second Language: The Effect of Multiple Interactions on Engagement and Performance

Abstract

Keywords

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