Children's vocabulary acquisition benefited from the robot tutor's instruction and knowledge demonstration¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Children learning with the robot tutor showed vocabulary gains attributable to the tutor's instruction and knowledge demonstration. → Chen 2020

Evidence¶

Chen 2020¶

Chen, Huili; Park, Hae Won; Breazeal, Cynthia. (2020). Teaching and learning with children: Impact of reciprocal peer learning with a social robot on children's learning and emotive engagement. Computers and Education. https://doi.org/10.1016/J.COMPEDU.2020.103836

q2 · i? · causal · r2

Randomized controlled between-subject experiment in which fifty-nine children aged 5–7 years old collaborated on a word-learning activity with one of three agent-role paradigms; the analysis "revealed that children's vocabulary acquisition benefited from the robot tutor's instruction and knowledge demonstration."

"Our analysis revealed that children's vocabulary acquisition benefited from the robot tutor's instruction and knowledge demonstration"

Discussion¶

Learner Variables¶

• Reading and Language — outcome: instruction changes it
• Vocabulary — outcome: instruction changes it

Related Claims¶

• The adaptive peer-like agent brought the most benefit to children's vocabulary learning and affective engagement compared with fixed-role agents — related
• RALL studies report learning gains when social robots are used to teach vocabulary, reading skills, speaking skills, grammar, and sign language — a broader claim this one bears on
• Young children's attention to a robot increased sharply when the robot reacted to their gaze — related
• Reported benefits of Pepper centre on motivation and engagement, with social-skill and academic-performance gains reported less frequently — related
• Digital game-based learning supports long-term retention of second-language vocabulary — related