TY - JOUR
T1 - When Preschoolers Interact with an Educational Robot, Does Robot Feedback Influence Engagement?
AU - de Haas, Mirjam
AU - Vogt, Paul
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 - 2021/12/1
Y1 - 2021/12/1
N2 - In this paper, we examine to what degree children of 3–4 years old engage with a task and with a social robot during a second-language tutoring lesson. We specifically investigated whether children’s task engagement and robot engagement were influenced by three different feedback types by the robot: adult-like feedback, peer-like feedback and no feedback. Additionally, we investigated the relation between children’s eye gaze fixations and their task engagement and robot engagement. Fifty-eight Dutch children participated in an English counting task with a social robot and physical blocks. We found that, overall, children in the three conditions showed similar task engagement and robot engagement; however, within each condition, they showed large individual differences. Additionally, regression analyses revealed that there is a relation between children’s eye-gaze direction and engagement. Our findings showed that although eye gaze plays a significant role in measuring engagement and can be used to model children’s task engagement and robot engagement, it does not account for the full concept and engagement still comprises more than just eye gaze.
AB - In this paper, we examine to what degree children of 3–4 years old engage with a task and with a social robot during a second-language tutoring lesson. We specifically investigated whether children’s task engagement and robot engagement were influenced by three different feedback types by the robot: adult-like feedback, peer-like feedback and no feedback. Additionally, we investigated the relation between children’s eye gaze fixations and their task engagement and robot engagement. Fifty-eight Dutch children participated in an English counting task with a social robot and physical blocks. We found that, overall, children in the three conditions showed similar task engagement and robot engagement; however, within each condition, they showed large individual differences. Additionally, regression analyses revealed that there is a relation between children’s eye-gaze direction and engagement. Our findings showed that although eye gaze plays a significant role in measuring engagement and can be used to model children’s task engagement and robot engagement, it does not account for the full concept and engagement still comprises more than just eye gaze.
KW - child-robot interaction
KW - engagement
KW - preschool children
KW - robot tutor
KW - second language learning
KW - kind-robot interactie
KW - kleuters
KW - tweede taalverwerving
UR - https://www.mdpi.com/2414-4088/5/12/77
U2 - 10.3390/mti5120077
DO - 10.3390/mti5120077
M3 - Article
SN - 2414-4088
VL - 5
SP - 77
JO - Multimodal Technologies and Interaction
JF - Multimodal Technologies and Interaction
IS - 12
M1 - 12
ER -