Playful embodied robot sessions sustained young children's attention well beyond the planned session length, and children voluntarily invited peers into one-on-one play¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Sessions designed for fifteen to twenty minutes ran more than one hour because the team found it difficult to interrupt children's flow. → Yanghee Kim · Michael Tscholl 2021 q2 i? Children voluntarily invited nearby friends into play designed for one-on-one interaction, discussing, taking turns, and helping each other. → Yanghee Kim · Michael Tscholl 2021 (2)

Evidence¶

Yanghee Kim · Michael Tscholl 2021¶

Yanghee Kim · Michael Tscholl. (2021). Young children's embodied interactions with a social robot. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-09978-3

q2 · i? · qualitative · r2

Qualitative observation in Study One: sessions were designed to last fifteen to twenty minutes with about thirty minutes scheduled, yet ran over an hour, and children asked whether the robot would come back. The authors interpret this as extended attention when activity infuses a sense of play.

"However, each session ran more than one hour because the team found it difficult to interrupt the children's flow in their engagement with the robot"

Yanghee Kim · Michael Tscholl 2021 (2)¶

Yanghee Kim · Michael Tscholl. (2021). Young children's embodied interactions with a social robot. Education Tech Research Dev. https://doi.org/10.1007/s11423-021-09978-3

q2 · i? · qualitative · r2

An unexpected pattern in Study One: although activities were designed for one child and the robot, children invited peers, and the pairs voluntarily discussed problems, took turns, and helped each other. This motivated the design of Study Two's collaborative triad.

"Also noticeable was that the children voluntarily invited their friends nearby to their play with the robot although the play was designed for one-on-one interaction"

Discussion¶

Learner Variables¶

• Attention — outcome: instruction changes it

Related Claims¶

• Modeling training improved imaginative play in disadvantaged kindergartners, with gains in imaginativeness, verbal communication, spontaneity, and attention span persisting two months — related
• Embodiment functioned as a social act: children built on and extended a partner's embodiment, used embodied turn-taking signals, and expressed emotions toward the robot with their bodies — related
• Collaborative text co-construction with the teacher as scribe gives five-year-olds autonomy of composition and judgement and sustains long focused engagement — related
• In triadic robot-mediated problem solving, children spontaneously embodied early mathematics and science knowledge, using gestures and whole-body movement to represent properties, processes, and reasoning sequences — related
• The robot's bodily movement triggered children to reposition themselves, producing a fluid, mobile learning space — related
• Videogame play in class fostered peer competition, peer support, and student attention and immersion — related
• The authors report the robotics methodology also supported social skills such as communication, collaborative work, creativity, autonomy and leadership — related