Proceedings of the 8th International Academic Conference on Education
Year: 2024
DOI:
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Effects of the Social Robots’ Instructional Role on Learning Outcome and Emotion
Hsiu-Feng Wang, Yi-Syuan Chen
ABSTRACT:
In the field of Child-Robot Interaction (cHRI), children represent the future. Within the realm of user experience research, there is significant interest in exploring teaching materials integrated into social robots. This study aims to explore how using tutor or companion profiles as instructional roles in social robots impacts children’s learning outcome and emotion. Employing a single within-factor design, the experimental study investigates three independent variables: tutor, companion, or default roles, with two dependent variables: children’s learning outcome and emotion. The study utilizes the PAD questionnaire to assess the interaction with learning materials through social robots. The findings are expected to enhance children’s educational materials involving social robots and enrich their digital learning experiences.
keywords: Social Robots, Instructional Role, Learning Outcome, Emotion, PAD theory