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Children’s learning-by-teaching with a social robot versus a younger child: Comparing interactions and tutoring styles

Human peer tutoring is known to be effective for learning, and social robots are currently being explored for robot-assisted peer tutoring. In peer tutoring, not only the tutee but also the tutor benefit from the activity. Exploiting the learning-by-teaching mechanism, robots as tutees can be a prom...

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Autores principales: Pareto, Lena, Ekström, Sara, Serholt, Sofia
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9659962/
https://www.ncbi.nlm.nih.gov/pubmed/36388256
http://dx.doi.org/10.3389/frobt.2022.875704
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author Pareto, Lena
Ekström, Sara
Serholt, Sofia
author_facet Pareto, Lena
Ekström, Sara
Serholt, Sofia
author_sort Pareto, Lena
collection PubMed
description Human peer tutoring is known to be effective for learning, and social robots are currently being explored for robot-assisted peer tutoring. In peer tutoring, not only the tutee but also the tutor benefit from the activity. Exploiting the learning-by-teaching mechanism, robots as tutees can be a promising approach for tutor learning. This study compares robots and humans by examining children’s learning-by-teaching with a social robot and younger children, respectively. The study comprised a small-scale field experiment in a Swedish primary school, following a within-subject design. Ten sixth-grade students (age 12–13) assigned as tutors conducted two 30 min peer tutoring sessions each, one with a robot tutee and one with a third-grade student (age 9–10) as the tutee. The tutoring task consisted of teaching the tutee to play a two-player educational game designed to promote conceptual understanding and mathematical thinking. The tutoring sessions were video recorded, and verbal actions were transcribed and extended with crucial game actions and user gestures, to explore differences in interaction patterns between the two conditions. An extension to the classical initiation–response–feedback framework for classroom interactions, the IRFCE tutoring framework, was modified and used as an analytic lens. Actors, tutoring actions, and teaching interactions were examined and coded as they unfolded in the respective child–robot and child–child interactions during the sessions. Significant differences between the robot tutee and child tutee conditions regarding action frequencies and characteristics were found, concerning tutee initiatives, tutee questions, tutor explanations, tutee involvement, and evaluation feedback. We have identified ample opportunities for the tutor to learn from teaching in both conditions, for different reasons. The child tutee condition provided opportunities to engage in explanations to the tutee, experience smooth collaboration, and gain motivation through social responsibility for the younger child. The robot tutee condition provided opportunities to answer challenging questions from the tutee, receive plenty of feedback, and communicate using mathematical language. Hence, both conditions provide good learning opportunities for a tutor, but in different ways.
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spelling pubmed-96599622022-11-15 Children’s learning-by-teaching with a social robot versus a younger child: Comparing interactions and tutoring styles Pareto, Lena Ekström, Sara Serholt, Sofia Front Robot AI Robotics and AI Human peer tutoring is known to be effective for learning, and social robots are currently being explored for robot-assisted peer tutoring. In peer tutoring, not only the tutee but also the tutor benefit from the activity. Exploiting the learning-by-teaching mechanism, robots as tutees can be a promising approach for tutor learning. This study compares robots and humans by examining children’s learning-by-teaching with a social robot and younger children, respectively. The study comprised a small-scale field experiment in a Swedish primary school, following a within-subject design. Ten sixth-grade students (age 12–13) assigned as tutors conducted two 30 min peer tutoring sessions each, one with a robot tutee and one with a third-grade student (age 9–10) as the tutee. The tutoring task consisted of teaching the tutee to play a two-player educational game designed to promote conceptual understanding and mathematical thinking. The tutoring sessions were video recorded, and verbal actions were transcribed and extended with crucial game actions and user gestures, to explore differences in interaction patterns between the two conditions. An extension to the classical initiation–response–feedback framework for classroom interactions, the IRFCE tutoring framework, was modified and used as an analytic lens. Actors, tutoring actions, and teaching interactions were examined and coded as they unfolded in the respective child–robot and child–child interactions during the sessions. Significant differences between the robot tutee and child tutee conditions regarding action frequencies and characteristics were found, concerning tutee initiatives, tutee questions, tutor explanations, tutee involvement, and evaluation feedback. We have identified ample opportunities for the tutor to learn from teaching in both conditions, for different reasons. The child tutee condition provided opportunities to engage in explanations to the tutee, experience smooth collaboration, and gain motivation through social responsibility for the younger child. The robot tutee condition provided opportunities to answer challenging questions from the tutee, receive plenty of feedback, and communicate using mathematical language. Hence, both conditions provide good learning opportunities for a tutor, but in different ways. Frontiers Media S.A. 2022-10-31 /pmc/articles/PMC9659962/ /pubmed/36388256 http://dx.doi.org/10.3389/frobt.2022.875704 Text en Copyright © 2022 Pareto, Ekström and Serholt. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Robotics and AI
Pareto, Lena
Ekström, Sara
Serholt, Sofia
Children’s learning-by-teaching with a social robot versus a younger child: Comparing interactions and tutoring styles
title Children’s learning-by-teaching with a social robot versus a younger child: Comparing interactions and tutoring styles
title_full Children’s learning-by-teaching with a social robot versus a younger child: Comparing interactions and tutoring styles
title_fullStr Children’s learning-by-teaching with a social robot versus a younger child: Comparing interactions and tutoring styles
title_full_unstemmed Children’s learning-by-teaching with a social robot versus a younger child: Comparing interactions and tutoring styles
title_short Children’s learning-by-teaching with a social robot versus a younger child: Comparing interactions and tutoring styles
title_sort children’s learning-by-teaching with a social robot versus a younger child: comparing interactions and tutoring styles
topic Robotics and AI
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9659962/
https://www.ncbi.nlm.nih.gov/pubmed/36388256
http://dx.doi.org/10.3389/frobt.2022.875704
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