The robot's bodily movement triggered children to reposition themselves, producing a fluid, mobile learning space¶

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

Subclaims¶

q2 i? Children voluntarily re-positioned themselves within the robot's visual field and moved as the robot moved during song activities. → Yanghee Kim · Michael Tscholl 2021

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

Observational finding from Study One's song activity in which the robot used its wheels to move on the floor while singing about colors and shapes; children mimicked its behaviors and repositioned to stay in its line of sight. The authors summarize that "the children's learning space was fluid."

"In summary, in the learning activities afforded by the robot, the children's learning space was fluid, and their engagement was mobile."

Discussion¶

Related Claims¶

• Children appropriated their peri-personal physical space, drawing categories and boundaries with hands, arms, and whole body, including using the robot's position as a boundary marker — related
• Much bodily-material coordination in touchscreen collaboration occurs in the space off the screen — related
• 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 — related
• The robot's physical position structured the learning space: its front hosted on-task activity while its back provided a peripheral space for momentary off-task behavior, seemingly allowing children to regulate their own engagement — related