Impression Effects of Conversation Timing on Improving the Number of Problems Solved by Learners in an Educational Support Robot

Abstract

In recent years, educational support robots have attracted much attention. Previous studies have reported that it is possible to motivate learners to learn by suggesting the number of problems to be answered by the robot while talking with the learner before the start of learning. However, the timing of suggesting the number of problems, such as before or after learning, has not been investigated. This paper investigates the timing of the robot's conversation to improve the number of problems through an experiment with university students. Specifically, the effectiveness of the impression effect that the robot gives to the learner is verified by comparing conversations before learning, after learning, and before and after learning.