A Survey on Impressions of Collaborative Learning with an Educational Support Robot Estimating Learners’ Perplexion

Abstract

Recently, educational support robots have been attracting attention. In this study, we focus on a teacher-type robot that teaches learners how to solve problems. The Previous studies teacher robots do not provide learning support autonomously, but instead provide it by the learner’s button operation. This creates a situation where the learner repeatedly operate the buttons, which is likely to reduce the impression of the teacher-type robot. To prevent this problem, we think it would be effective for the robot to estimate the learner’s state of perplexion and autonomously provide learning support at the optimal timing, rather than through the learner’s button operation. By providing learning support autonomously, we think that smooth interaction can be achieved, and the learner’s impression of the robot can be improved.