Year: 2018
Type: article
Abstract: In this article, we review research on child–robot interaction (CRI) to discuss how social robots can be used to scaffold language learning in young children. First we provide reasons why robots can be useful for teaching first and second languages to children. Then we review studies on CRI that used robots to help children learn vocabulary and produce language. The studies vary in first and second languages and demographics of the learners (typically developing children and children with hearing and communication impairments). We conclude that, although social robots are useful for teaching language to children, evidence suggests that robots are not as effective as human teachers. However, this conclusion is not definitive because robots that tutor students in language have not been evaluated rigorously and technology is advancing rapidly. We suggest that CRI offers an opportunity for research and list possible directions for that work.
Source: Child Development Perspectives
DOI: 10.1111/cdep.12277
Institutions: Koç University, Boğaziçi University
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,700
Funder: European Commission
OpenAlex ID: W2783665008