Effect of Learning Guidance Method to Elementary School Student in Educational-Support Robots

Abstract

In recent years, educational-support robots that assist learner learning have attracted much attention. Conventional robots have focused on the interaction between children and robots during collaborative learning. In pedagogy, it has been shown that it is important to promote independent learning, in which children learn on their own initiative when they are not learning (hereafter referred to as “ outside of learning ”). Therefore, we believe that it is also important to promote independent learning in collaborative learning with robots by guiding children outside of learning. We investigate a learning guidance method in which a robot guides children to learning through interaction with children outside of learning. In the experiment, 27 primary school children were compared between the proposed robot equipped with the learning guidance method and a conventional robot that does not talk and utters standard sentences.