TY - JOUR
T1 - Engagement in longitudinal child-robot language learning interactions:
T2 - disentangling robot and task engagement
AU - de Haas, Mirjam
AU - Vogt, Paul
AU - van den Berghe, Rianne
AU - Leseman, Paul
AU - Oudgenoeg-Paz, Ora
AU - Willemsen, Bram
AU - de Wit, Jan
AU - Krahmer, Emiel
N1 - DBLP License: DBLP's bibliographic metadata records provided through http://dblp.org/ are distributed under a Creative Commons CC0 1.0 Universal Public Domain Dedication. Although the bibliographic metadata records are provided consistent with CC0 1.0 Dedication, the content described by the metadata records is not. Content may be subject to copyright, rights of privacy, rights of publicity and other restrictions.
PY - 2022/9/1
Y1 - 2022/9/1
N2 - This study investigated a seven sessions interaction between a peer-tutor robot and Dutch preschoolers (5 years old) during which the children learned English. We examined whether children’s engagement differed when interacting with a tablet and a robot using iconic gestures, with a tablet and a robot using no iconic gestures and with only a tablet. Two engagement types were annotated (task engagement and robot engagement) using a novel coding scheme based on an existing coding scheme used in kindergartens. The findings revealed that children’s task engagement dropped over time in all three conditions, consistent with the novelty effect. However, there were no differences between the different conditions for task engagement. Interestingly, robot engagement showed a difference between conditions. Children were more robot engaged when interacting with a robot using iconic gestures than without iconic gestures. Finally, when comparing children’s word knowledge with their engagement, we found that both task engagement and robot engagement were positively correlated with children’s word retention.
AB - This study investigated a seven sessions interaction between a peer-tutor robot and Dutch preschoolers (5 years old) during which the children learned English. We examined whether children’s engagement differed when interacting with a tablet and a robot using iconic gestures, with a tablet and a robot using no iconic gestures and with only a tablet. Two engagement types were annotated (task engagement and robot engagement) using a novel coding scheme based on an existing coding scheme used in kindergartens. The findings revealed that children’s task engagement dropped over time in all three conditions, consistent with the novelty effect. However, there were no differences between the different conditions for task engagement. Interestingly, robot engagement showed a difference between conditions. Children were more robot engaged when interacting with a robot using iconic gestures than without iconic gestures. Finally, when comparing children’s word knowledge with their engagement, we found that both task engagement and robot engagement were positively correlated with children’s word retention.
KW - child-robot interaction
KW - engagement
KW - second language learning
KW - robot tutor
KW - preschool children
KW - kind-robot interactie
KW - tweede taalverwerving
KW - kleuters
U2 - 10.1016/j.ijcci.2022.100501
DO - 10.1016/j.ijcci.2022.100501
M3 - Article
SN - 2212-8689
VL - 33
SP - 100501
JO - International Journal of Child-Computer Interaction
JF - International Journal of Child-Computer Interaction
ER -