社会机器人作为熟练的无知同行,以支持学习学习
Jauwairia Nasir1,2, Barbara Bruno2,3, Pierre Dillenbourg2
1Chair of Human-Centered Artificial Intelligence, University of Augsburg, Augsburg, Germany.
Frontiers in robotics and AI
|September 6, 2024
概括
教育中的社会机器人可以是熟练的无知同龄人,专注于学生的学习行为. 及时的干预是提高生产力参与和学习成果的关键.
科学领域:
- 人与机器人的交互 (HRI)
- 教育技术的教育技术
- 人工智能的人工智能
背景情况:
- 设计用于教育的社交机器人往往优先考虑领域知识,这对适应性和自主学习提出了挑战.
- 目前的研究探讨了参与,关系和同步,但往往忽视了它们与学生学习成果的直接联系.
- 需要采取另一种方法,专注于促进学习的机器人能力,而不是领域专业知识.
研究的目的:
- 提出和研究"熟练无知同行"机器人概念,利用对学习导向行为的知识.
- 检查机器人的干预如何可以操纵学生的参与,有利于学习.
- 为了比较不同干预策略在社会教育机器人的有效性.
主要方法:
- 一项用户研究与136名学生进行了评估两个机器人版本,哈利和赫敏,与不同的干预策略.
- 哈利的策略集中在干预的"什么"上 (沟通,探索,反思建议).
- 赫敏的策略包含了干预的"何时"和"为什么"考虑,以及"什么".
主要成果:
- 与哈利互动的学生表现出与学习相关的更高的生产力参与,但这与机器人的干预计划无关.
- 赫敏的定时干预与生产性参与相关,但这种参与与学习无关.
- 该研究发现,机器人干预的时机和理由显著影响生产性参与.
结论:
- 社会教育机器人可以通过专注于学习行为而不是领域知识,作为'熟练的无知同行'而有效.
- 机器人干预的精确时间和战略实施对于积极影响生产性参与至关重要.
- 需要进一步的研究,以充分调整机器人介导的参与与可证明的学习收益.
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