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Social robots as skilled ignorant peers for supporting learning.

Jauwairia Nasir1,2, Barbara Bruno2,3, Pierre Dillenbourg2

  • 1Chair of Human-Centered Artificial Intelligence, University of Augsburg, Augsburg, Germany.

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Social robots in education can be skilled ignorant peers, focusing on student behaviors for learning. Well-timed interventions are key to improving productive engagement and learning outcomes.

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Area of Science:

  • Human-Robot Interaction (HRI)
  • Educational Technology
  • Artificial Intelligence

Background:

  • Designing social robots for education often prioritizes domain knowledge, posing challenges for adaptability and autonomous learning.
  • Current research explores engagement, rapport, and synchrony but often overlooks their direct link to student learning outcomes.
  • An alternative approach is needed, focusing on robot capabilities that facilitate learning rather than domain expertise.

Purpose of the Study:

  • To propose and investigate the concept of a 'skilled ignorant peer' robot that leverages knowledge of learning-conducive behaviors.
  • To examine how a robot's interventions can manipulate student engagement that is conducive to learning.
  • To compare the effectiveness of different intervention strategies in social educational robots.

Main Methods:

  • A user study was conducted with 136 students evaluating two robot versions, Harry and Hermione, with distinct intervention strategies.
  • Harry's strategy focused on the 'what' of interventions (communication, exploration, reflection suggestions).
  • Hermione's strategy incorporated 'when' and 'why' considerations for interventions, alongside the 'what'.

Main Results:

  • Students interacting with Harry showed higher productive engagement correlated with learning, but this was independent of the robot's intervention scheme.
  • Hermione's timed interventions correlated with productive engagement, but this engagement did not correlate with learning.
  • The study found that the timing and rationale behind robot interventions significantly impact productive engagement.

Conclusions:

  • Social educational robots can be effective as 'skilled ignorant peers' by focusing on learning behaviors rather than domain knowledge.
  • The precise timing and strategic implementation of robot interventions are crucial for positively influencing productive engagement.
  • Further research is needed to fully align robot-mediated engagement with demonstrable learning gains.