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Samenvatting

To benefit from the social capabilities of a robot math tutor, instead of being distracted by them, a novel approach is needed where the math task and the robot's social behaviors are better intertwined. We present concrete design specifications of how children can practice math via a personal conversation with a social robot and how the robot can scaffold instructions. We evaluated the designs with a three-session experimental user study (n = 130, 8-11 y.o.). Participants got better at math over time when the robot scaffolded instructions. Furthermore, the robot felt more as a friend when it personalized the conversation.

OrganisatieHogeschool Utrecht
AfdelingKenniscentrum Leren en Innoveren
Kenniscentrum Digital Business & Media
LectoraatWiskundig en Analytisch Vermogen van Professionals
Human Experience and Media Design
Gepubliceerd inHRI '23: Proceedings of the 2023 ACM/IEEE International Conference on Human-Robot Interaction Pagina's: 321-330
Jaar2023
TypeConferentiebijdrage
DOI10.1145/3568162.3576957
TaalEngels

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