Second language tutoring using social robots: a large-scale study

Paul Vogt; Rianne Van Den Berghe; Mirjam De Haas; Laura Hoffman; Junko Kanero; Ezgi Mamus; Jean Marc Montanier; Cansu Oranç; Ora Oudgenoeg-Paz; Daniel Hernández García; Fotios Papadopoulos; Thorsten Schodde; Josje Verhagen; Christopher D. Wallbridgell; Bram Willemsen; Jan De Wit; Tony Belpaeme; Tilbe Göksun; Stefan Kopp; Emiel Krahmer; Aylin C. Küntay; Paul Leseman; Amit Kumar Pandey

doi:10.1109/HRI.2019.8673077

Second language tutoring using social robots: a large-scale study

Paul Vogt, Rianne Van Den Berghe, Mirjam De Haas, Laura Hoffman, Junko Kanero, Ezgi Mamus, Jean Marc Montanier, Cansu Oranç, Ora Oudgenoeg-Paz, Daniel Hernández García, Fotios Papadopoulos, Thorsten Schodde, Josje Verhagen, Christopher D. Wallbridgell, Bram Willemsen, Jan De Wit, Tony Belpaeme, Tilbe Göksun, Stefan Kopp, Emiel KrahmerAylin C. Küntay, Paul Leseman, Amit Kumar Pandey

Chair Leseman

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

Abstract

We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.

Original language	English
Title of host publication	14th ACM/IEEE International Conference on Human-Robot Interaction (HRI)
Publisher	IEEE
Pages	497-505
Number of pages	9
Volume	14
ISBN (Electronic)	9781538685556
ISBN (Print)	9781538685563
DOIs	https://doi.org/10.1109/HRI.2019.8673077
Publication status	Published - 22 Mar 2019
Event	14th Annual ACM/IEEE International Conference on Human-Robot Interaction, HRI 2019 - Daegu, Korea, Republic of Duration: 11 Mar 2019 → 14 Mar 2019

Conference

Conference	14th Annual ACM/IEEE International Conference on Human-Robot Interaction, HRI 2019
Country/Territory	Korea, Republic of
City	Daegu
Period	11/03/19 → 14/03/19

Funding

This project has received funding from the European Union’s Horizon 2020 research and innovation programme under the Grant Agreement No. 688014.

Keywords

Child-Robot Interaction
Gesture
Long-term interaction
Robots for learning
Second language tutoring

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Second_Language_Tutoring_Using_Social_Robots_A_Large-Scale_StudyFinal published version, 2.58 MBLicence: Taverne

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Vogt, P., Van Den Berghe, R., De Haas, M., Hoffman, L., Kanero, J., Mamus, E., Montanier, J. M., Oranç, C., Oudgenoeg-Paz, O., García, D. H., Papadopoulos, F., Schodde, T., Verhagen, J., Wallbridgell, C. D., Willemsen, B., De Wit, J., Belpaeme, T., Göksun, T., Kopp, S., ... Pandey, A. K. (2019). Second language tutoring using social robots: a large-scale study. In 14th ACM/IEEE International Conference on Human-Robot Interaction (HRI) (Vol. 14, pp. 497-505). Article 8673077 IEEE. https://doi.org/10.1109/HRI.2019.8673077

@inproceedings{6bb4f38b469c48528d55a8385b870a69,

title = "Second language tutoring using social robots: a large-scale study",

abstract = "We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.",

keywords = "Child-Robot Interaction, Gesture, Long-term interaction, Robots for learning, Second language tutoring",

author = "Paul Vogt and {Van Den Berghe}, Rianne and {De Haas}, Mirjam and Laura Hoffman and Junko Kanero and Ezgi Mamus and Montanier, {Jean Marc} and Cansu Oran{\c c} and Ora Oudgenoeg-Paz and Garc{\'i}a, {Daniel Hern{\'a}ndez} and Fotios Papadopoulos and Thorsten Schodde and Josje Verhagen and Wallbridgell, {Christopher D.} and Bram Willemsen and {De Wit}, Jan and Tony Belpaeme and Tilbe G{\"o}ksun and Stefan Kopp and Emiel Krahmer and K{\"u}ntay, {Aylin C.} and Paul Leseman and Pandey, {Amit Kumar}",

year = "2019",

month = mar,

day = "22",

doi = "10.1109/HRI.2019.8673077",

language = "English",

isbn = "9781538685563",

volume = "14",

pages = "497--505",

booktitle = "14th ACM/IEEE International Conference on Human-Robot Interaction (HRI)",

publisher = "IEEE",

address = "United States",

note = "14th Annual ACM/IEEE International Conference on Human-Robot Interaction, HRI 2019 ; Conference date: 11-03-2019 Through 14-03-2019",

}

Vogt, P, Van Den Berghe, R, De Haas, M, Hoffman, L, Kanero, J, Mamus, E, Montanier, JM, Oranç, C, Oudgenoeg-Paz, O, García, DH, Papadopoulos, F, Schodde, T, Verhagen, J, Wallbridgell, CD, Willemsen, B, De Wit, J, Belpaeme, T, Göksun, T, Kopp, S, Krahmer, E, Küntay, AC, Leseman, P & Pandey, AK 2019, Second language tutoring using social robots: a large-scale study. in 14th ACM/IEEE International Conference on Human-Robot Interaction (HRI). vol. 14, 8673077, IEEE, pp. 497-505, 14th Annual ACM/IEEE International Conference on Human-Robot Interaction, HRI 2019, Daegu, Korea, Republic of, 11/03/19. https://doi.org/10.1109/HRI.2019.8673077

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T1 - Second language tutoring using social robots

T2 - 14th Annual ACM/IEEE International Conference on Human-Robot Interaction, HRI 2019

AU - Vogt, Paul

AU - Van Den Berghe, Rianne

AU - De Haas, Mirjam

AU - Hoffman, Laura

AU - Kanero, Junko

AU - Mamus, Ezgi

AU - Montanier, Jean Marc

AU - Oranç, Cansu

AU - Oudgenoeg-Paz, Ora

AU - García, Daniel Hernández

AU - Papadopoulos, Fotios

AU - Schodde, Thorsten

AU - Verhagen, Josje

AU - Wallbridgell, Christopher D.

AU - Willemsen, Bram

AU - De Wit, Jan

AU - Belpaeme, Tony

AU - Göksun, Tilbe

AU - Kopp, Stefan

AU - Krahmer, Emiel

AU - Küntay, Aylin C.

AU - Leseman, Paul

AU - Pandey, Amit Kumar

PY - 2019/3/22

Y1 - 2019/3/22

N2 - We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.

AB - We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.

KW - Child-Robot Interaction

KW - Gesture

KW - Long-term interaction

KW - Robots for learning

KW - Second language tutoring

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U2 - 10.1109/HRI.2019.8673077

DO - 10.1109/HRI.2019.8673077

M3 - Conference contribution

AN - SCOPUS:85063998159

SN - 9781538685563

VL - 14

SP - 497

EP - 505

BT - 14th ACM/IEEE International Conference on Human-Robot Interaction (HRI)

PB - IEEE

Y2 - 11 March 2019 through 14 March 2019

ER -

Second language tutoring using social robots: a large-scale study

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Keywords

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