2015 年 33 巻 10 号 p. 789-799
This paper reports a robot which interacts with children semi-autonomously in a science room of an elementary school to help children's understanding of science classes. The robot asked children questions related to their science classes during breaks between science classes; children could freely interact with it during experiment periods. We implemented a personal identification function to the robot by using a face recognition system with robot's camera and a human tracking system with environmental sensors. Still, speech recognition is difficult in noisy elementary school environment; therefore we decided to take over speech recognition function by the operator. In this study our result did not show significant effects of the robot existence for helping children's understanding, but we found that children who joined to the robot's quiz more than a certain time increased understanding toward a specific unit.