Children Teach Handwriting to a Social Robot with Different Learning Competencies
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Children Teach Handwriting to a Social Robot with Different Learning Competencies Shruti Chandra1,2
· Pierre Dillenbourg1 · Ana Paiva2
Accepted: 19 August 2019 © Springer Nature B.V. 2019
Abstract As robots are entering into educational fields to enhance children’s learning, it becomes relevant to explore different methods of learning in the area of child–robot interaction. In this article, we present an autonomous educational system incorporating a social robot to enhance children’s handwriting skills. The system provides a one-to-one learning scenario based on the learning-by-teaching approach where a tutor-child assess the handwriting skills of a learner-robot. The robot’s writing was generated by an algorithm incorporating human-inspired movements and could reproduce a set of writing errors. We tested the system by conducting two multi-session studies. In the first study, we assigned the robot two contrasting competencies: ‘learning’ and ‘non-learning’. We measured the differences in children’s learning gains and changes in their perceptions of the learner-robot. The second study followed a similar interaction scenario and research questions, but this time the robot performed three learning competencies: ‘continuous-learning’; ‘non-learning’ and ‘personalised-learning’. The findings of these studies show that the children learnt with the robot that exhibits learning competency and children’s learning and perceptions of the robot changed as interactions unfold, confirming the need for longitudinal studies. This research supports that the contrasting learning competencies of social robots can impact children’s learning differently in peer-learning scenarios. Keywords Child–robot interaction · Peer-tutoring · Learning-by-teaching · Longitudinal studies · Handwriting · Social robot
1 Introduction Learning handwriting is a required skill in schools and has been associated with children’s learning and development. “Handwriting performance has a widespread effect on the child’s own image, academic achievement, attitude and Electronic supplementary material The online version of this article (https://doi.org/10.1007/s12369-019-00589-w) contains supplementary material, which is available to authorized users.
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Shruti Chandra [email protected] Pierre Dillenbourg [email protected] Ana Paiva [email protected]
1
CHILI Lab, Ecole Polytechnique Fédérale de Lausanne, EPFL-CHILI, RLC D1 740 (Rolex Learning Center), Station 20, CH-1015 Lausanne, Switzerland
2
INESC-ID, GAIPS Lab, Instituto Superior Técnico, University of Lisbon, IST Taguspark, Av. Prof. Doutor Aníbal Cavaco Silva, 2744-016 Porto Salvo, Portugal
behaviour [23]”. The development of young children’s writing ability is considered an essential criterion for success in school [18,66,72] and handwriting problems in children affect them negatively concerning their academic performance [18], motivation and self-esteem [51]. Mastering handwriting involves a complex blend of motor-perceptual abilities while ineffective motor skills a
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