Abstract
Previous research has shown that the presence of a human peer
during a learning task can positively affect learning outcomes.
The current study aims to find out how second language (L2)
vocabulary gains differ depending on whether children are
learning by themselves, with a child peer, or with a robot peer.
Children were administered an L2 vocabulary training in one of
these three conditions. Children’s word learning was measured
directly after the training and one week later. Contrary to our
expectations, children learning by themselves outperformed
children in the peer conditions on one out of four word
knowledge tasks. On the other tasks, there were no differences
between the three conditions. Suggestions to further study the
potential benefits of a robot peer are provided.
during a learning task can positively affect learning outcomes.
The current study aims to find out how second language (L2)
vocabulary gains differ depending on whether children are
learning by themselves, with a child peer, or with a robot peer.
Children were administered an L2 vocabulary training in one of
these three conditions. Children’s word learning was measured
directly after the training and one week later. Contrary to our
expectations, children learning by themselves outperformed
children in the peer conditions on one out of four word
knowledge tasks. On the other tasks, there were no differences
between the three conditions. Suggestions to further study the
potential benefits of a robot peer are provided.
| 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 | 267-268 |
| ISBN (Electronic) | 978-1-4503-5615-2 |
| DOIs | |
| Publication status | Published - 2018 |