Abstract
This paper presents initial attempts to combine a humanoid robot with the teachable agent approach. Several design choices are discussed, including the decision to use a robot instead of a virtual agent and which behaviours to implement in the robot. A pilot study explored how the interaction with a robot seemed to influence children’s engagement as well as their attribution of mental states to a robot and to a virtual agent. Eight children participated and the interaction was measured via an observational protocol and a conversational interview. A main outcome was large individual differences between the children’s interaction with the robot compared to the virtual agent.
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Lindberg, M., Månsson, K., Johansson, B., Gulz, A., Balkenius, C. (2017). Does a Robot Tutee Increase Children’s Engagement in a Learning-by-Teaching Situation?. In: Beskow, J., Peters, C., Castellano, G., O'Sullivan, C., Leite, I., Kopp, S. (eds) Intelligent Virtual Agents. IVA 2017. Lecture Notes in Computer Science(), vol 10498. Springer, Cham. https://doi.org/10.1007/978-3-319-67401-8_31
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DOI: https://doi.org/10.1007/978-3-319-67401-8_31
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