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A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second-language word learning.

A toy or a friend? Children's anthropomorphic beliefs about robots and how these relate to second-language word learning.

Samenvatting

This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second-language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5-year-old children (N = 104) twice: prior to and following a seven-session L2 vocabulary training with a humanoid robot. On average, children tended to anthropomorphize the robot prior to and after the lessons to a similar degree, but many children changed their attributed anthropomorphic features. Boys anthropomorphized the robot less after the lessons than girls. Moreover, there was a weak but significant positive correlation between anthropomorphism as measured before the lessons and scores on a word-knowledge post-test administered the day after the last lesson. There was also a weak but significant positive correlation between the change in anthropomorphism over time and scores on a word-knowledge post-test administered approximately 2 weeks after the last lesson. Our results underscore the need to manage children's expectations in robot-assisted education. Also, future research could explore adaptations to individual children's expectations in child-robot interactions.

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OrganisatieHanzehogeschool Groningen
Gepubliceerd inJournal of Computer Assisted Learning Wiley, Vol. 37, Uitgave: 2, Pagina's: 396-410
Jaar2021
TypeArtikel
DOI10.1111/jcal.12497
TaalEngels

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