Effect of Timing Conversations with an Educational Support Robot on the Number of Problems Solvd by University Students

Abstract

In recent years, educational support robots have attracted attention. This study focuses on a partner-type robot that learns together while solving problems. Previous studies have indicated that it is possible to improve the learner’s motivation to learn by suggesting the number of problems to be solved by the learner while conversing with the robot before the start of learning. However, the effect of the timing of suggesting the number of problems to be solved, such as before or after learning, on the number of problems solved has not yet been verified. In this paper, we examine the effect on the number of problems solved by learners through two experiments with university students on the timing of the robot’s conversation that promotes the improvement of the number of problems. The experimental results indicated that a comparable number of questions were resolved regardless of the timing of the conversation in which the robot promoted the improvement of the number of problems solved.