Research Trends in Social Robots for Learning
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SERVICE AND INTERACTIVE ROBOTICS (A TAPUS, SECTION EDITOR)
Research Trends in Social Robots for Learning Wafa Johal 1
# Springer Nature Switzerland AG 2020
Abstract Purpose of Review With the growth in the number of market-available social robots, there is an increasing interest in research on the usage of social robots in education. This paper proposes a summary of trends highlighting current research directions and potential research gaps for social robots in education. We are interested in design aspects and instructional setups used to evaluate social robotics system in an educational setting. Recent Findings The literature demonstrates that as the field grows, setup, methodology, and demographics targeted by social robotics applications seem to settle and standardize—a tutoring Nao robot with a tablet in front of a child seems the stereotypical social educational robotics setup. Summary An updated review on social robots in education is presented here. We propose, first, an analysis of the pioneering works in the field. Secondly, we explore the potential for education to be the ideal context to investigate central human-robot interaction research questions. A trend analysis is then proposed demonstrating the potential for educational context to nest impactful research from human-robot interaction. Keywords Social robots . Education . Robots for learning . Robot tutor . Human-robot interaction
Introduction Over the years, the field of social robotics has considerably grown, represents a big share of all human-robot interaction research. Social educational robots are pedagogical or intelligent agents that aim to support learning and teaching. As illustrated in Fig. 1 (extrapolated from [1]), social educational robotics is a multi-disciplinary field embedding notions, methods, and theories from learning sciences, robotics, and human-computer interaction. Several recent review papers have analyzed new findings in social educational robots, some of which target specific areas of the curriculum. Some focused on works dealing with language or literacy [2–6]. Other reviews focused on the methods; for instance, Yang and Zhang [7] present artificial intelligence (AI) methods for intelligent tutoring robots, and This article is part of the Topical Collection on Service and Interactive Robotics * Wafa Johal [email protected] 1
Faculty of Engineering, University of New South Wales, Sydney, Australia
Jamet et al. [8] review research works using the learning by teaching approach. Other reviews looked at the application of social robotics to specific target groups of learners, for instance, social robots for primary [9] and special education [10]. Belpaeme et al. [11] proposed a systematic review of papers published between 1992 and May 2017, and presenting studies featuring social robots in education. In this survey, authors specifically targeted three questions around the notions of Efficacy, Embodiment, and Interaction Role. In terms of embodiment, their findings showed a predominance of studies using the Nao ro
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