Work

Higher Nonverbal Immediacy Leads to Greater Learning Gains in Child-Robot Tutoring Interactions

Year: 2015

Type: conference-paper

Abstract: Nonverbal immediacy has been positively correlated with cognitive learning gains in human-human interaction, but remains relatively under-explored in human-robot interaction contexts. This paper presents a study in which robot behaviour is derived from the principles of nonverbal immediacy. Both high and low immediacy behaviours are evaluated in a tutoring interaction with children where a robot teaches how to work out whether numbers are prime. It is found that children who interact with the robot exhibiting more immediate nonverbal behaviour make significant learning gains, whereas those interacting with the less immediate robot do not. A strong trend is found suggesting that the children can perceive the differences between conditions, supporting results from existing work with adults. These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

Source: Lecture notes in computer science

DOI: 10.1007/978-3-319-25554-5_33

Authors: James Kennedy, Paul Baxter, Emmanuel Senft, Tony Belpaeme

Institution: University of Plymouth

Language: English

Topic: Social Robot Interaction and HRI

Subfield: Social Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $5,392