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 Krahmer

Aylin C. Küntay, Paul Leseman, Amit Kumar Pandey

Tilburg University
Bielefeld University
Koc University
SoftBank Group Corp.
University of Plymouth
Ghent University

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

Access to Document

10.1109/HRI.2019.8673077

Second_Language_Tutoring_Using_Social_Robots_A_Large-Scale_StudyFinal published version, 2.58 MBLicence: Taverne

Cite this

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

TY - GEN

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

UR - https://www.scopus.com/pages/publications/85063998159

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

Abstract

Conference

Funding

Keywords

Access to Document

Other files and links

Fingerprint

Cite this