Case Study of a Study Room with a Teacher-type Robot in a Junior High School

Abstract

In recent years, the introduction of ICT education in the field has sparked interest in the development of educational support robots. While teacher-type robots teach learners, button-based support may foster dependency. To address this, we proposed a method using deep learning to estimate learners’ perplexed state through facial expressions. Additionally, we developed an apprenticeship promotion model, combining cognitive apprenticeship theory and the perplexion estimation method. Experiments confirmed that the model-equipped robot yielded comparable learning effects to conventional robots for university students. In this paper, we design a self-study room for junior high school students, investigating their engagement with the robot.