Exploring Different Types of Feedback in Preschooler and Robot Interaction

Mirjam de Haas, Peta Baxter, Chiara de Jong, Emiel Krahmer, Paul Vogt

Research output: Contribution to journalConference articleAcademicpeer-review

15 Citations (Scopus)

Abstract

This study considered the feedback of a robot during second language tutoring. Traditionally, robots are programmed to provide feedback as teacher; we propose a robot that acts as a peer to motivate preschoolers during the tutoring. We conducted an experiment with 65 preschoolers (M = 3.6 years) in which the robot varied feedback in three conditions: peer-like (explicit negative), adult-like (explicit positive and implicit negative) and no feedback. The results suggest that feedback did not influence children's engagement (measured via eye-gaze), although children who received peer-like feedback seemed to perform more independently during the learning task (requiring less interventions from the experimenter).
Original languageEnglish
Pages (from-to)127-128
Number of pages2
JournalAcm Ieee International Conference On Human-robot Interaction
DOIs
Publication statusPublished - Mar 2017
Externally publishedYes
Event12th Annual ACM/IEEE International Conference on Human-Robot Interaction (HRI) - Vienna, Austria
Duration: 6 Mar 20179 Mar 2017

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