Robot tutoring of multiplication: Over one-third learning gain for most, learning loss for some

Johan F. HOORN, Shiming Ivy HUANG, Elly A. KONIJN, Lars VAN BUUREN

Research output: Contribution to journalArticlespeer-review

1 Citation (Scopus)

Abstract

In the design of educational robots, it appears to be undecided as to whether robots should show social behaviors and look human-like or whether such cues are insignificant for learning. We conducted an experiment with different designs of social robots built from the same materials, which is unique in robotics research. The robots rehearsed multiplication tables with primary school children in Hong Kong, which is a user group not easily or often accessed. The results show that affective bonding tendencies may occur but did not significantly contribute to the learning progress of these children, which was perhaps due to the short interaction period. Nonetheless, 5 min of robot tutoring improved their scores by about 30%, while performance dropped only for a few challenged children. We discuss topics, such as teaching language skills, which may be fostered by human likeness in appearance and behaviors; however, for Science, Technology, Engineering, and Mathematics (STEM)-related subjects, the social aspects of robots hardly seem to matter. Copyright © 2021 by the authors. Licensee MDPI, Basel, Switzerland.
Original languageEnglish
Article number16
JournalRobotics
Volume10
Issue number1
Early online date14 Jan 2021
DOIs
Publication statusPublished - Mar 2021

Citation

Hoorn, J. F., Huang, I. S., Konijn, E. A., & van Buuren, L. (2021). Robot tutoring of multiplication: Over one-third learning gain for most, learning loss for some. Robotics, 10(1). Retrieved from https://doi.org/10.3390/robotics10010016

Keywords

  • Robot tutelage
  • Social robots
  • Multiplication
  • Experience design

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