TY - GEN
T1 - Automated pitch convergence improves learning in a social, teachable robot for middle school mathematics
AU - Lubold, Nichola
AU - Walker, Erin
AU - Pon-Barry, Heather
AU - Ogan, Amy
N1 - Funding Information:
Acknowledgements. This work is supported by the National Robotics Initiative and the National Science Foundation, grant # CISE-IIS-1637809. We would also like to thank Samantha Baker and Ishrat Ahmed for their help in setting up this study and the data collection process.
Publisher Copyright:
© Springer International Publishing AG, part of Springer Nature 2018.
PY - 2018
Y1 - 2018
N2 - Pedagogical agents have the potential to provide not only cognitive support to learners but socio-emotional support through social behavior. Socio-emotional support can be a critical element to a learner’s success, influencing their self-efficacy and motivation. Several social behaviors have been explored with pedagogical agents including facial expressions, movement, and social dialogue; social dialogue has especially been shown to positively influence interactions. In this work, we explore the role of paraverbal social behavior or social behavior in the form of paraverbal cues such as tone of voice and intensity. To do this, we focus on the phenomenon of entrainment, where individuals adapt their paraverbal features of speech to one another. Paraverbal entrainment in human-human studies has been found to be correlated with rapport and learning. In a study with 72 middle school students, we evaluate the effects of entrainment with a teachable robot, a pedagogical agent that learners teach how to solve ratio problems. We explore how a teachable robot which entrains and introduces social dialogue influences rapport and learning; we compare with two baseline conditions: a social condition, in which the robot speaks socially, and a non-social condition, in which the robot neither entrains nor speaks socially. We find that a robot that does entrain and speaks socially results in significantly more learning.
AB - Pedagogical agents have the potential to provide not only cognitive support to learners but socio-emotional support through social behavior. Socio-emotional support can be a critical element to a learner’s success, influencing their self-efficacy and motivation. Several social behaviors have been explored with pedagogical agents including facial expressions, movement, and social dialogue; social dialogue has especially been shown to positively influence interactions. In this work, we explore the role of paraverbal social behavior or social behavior in the form of paraverbal cues such as tone of voice and intensity. To do this, we focus on the phenomenon of entrainment, where individuals adapt their paraverbal features of speech to one another. Paraverbal entrainment in human-human studies has been found to be correlated with rapport and learning. In a study with 72 middle school students, we evaluate the effects of entrainment with a teachable robot, a pedagogical agent that learners teach how to solve ratio problems. We explore how a teachable robot which entrains and introduces social dialogue influences rapport and learning; we compare with two baseline conditions: a social condition, in which the robot speaks socially, and a non-social condition, in which the robot neither entrains nor speaks socially. We find that a robot that does entrain and speaks socially results in significantly more learning.
KW - Convergence
KW - Entrainment
KW - Pitch
KW - Rapport
KW - Teachable robot
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U2 - 10.1007/978-3-319-93843-1_21
DO - 10.1007/978-3-319-93843-1_21
M3 - Conference contribution
AN - SCOPUS:85049360161
SN - 9783319938424
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 282
EP - 296
BT - Artificial Intelligence in Education - 19th International Conference, AIED 2018, Proceedings
A2 - Mavrikis, Manolis
A2 - Penstein Rosé, Carolyn
A2 - McLaren, Bruce
A2 - Hoppe, H. Ulrich
A2 - Luckin, Rose
A2 - Porayska-Pomsta, Kaska
A2 - du Boulay, Benedict
A2 - Martinez-Maldonado, Roberto
PB - Springer Verlag
T2 - 19th International Conference on Artificial Intelligence in Education, AIED 2018
Y2 - 27 June 2018 through 30 June 2018
ER -