观察机器人同行的失败有助于学生在课堂上学习
Liuqing Chen1, Yu Cai1, Yuyang Fang1
1College of Computer Science and Technology, Zhejiang University, Hangzhou, China.
Science robotics
|September 10, 2025
概括
观察一个社交机器人在数学问题上失败,提高了学生的学习,类似于或比自己经历失败更好. 这种机器人辅助的学习减少了社会压力,增强了概念理解.
科学领域:
- 教育心理学教育心理学
- 人与机器人的交互
- 教育中的机器人技术
背景情况:
- 生产性失败 (PF) 理论表明,失败增强学习,但直接失败可能是有害的.
- 挑战学生超出他们的能力可能会对技能和福祉产生负面影响.
- 社交机器人提供了一种新的方法来促进学习,而不会直接导致学生失败.
研究的目的:
- 通过机器人失败 (RF) 模拟生产失败 (PF) 的社会机器人辅助教学方法进行评估.
- 为了比较观察机器人故障与个人故障和直接指令的有效性.
- 评估机器人辅助学习对概念理解,程序知识和知识转移的影响.
主要方法:
- 针对中学生进行了两项基于课堂的研究 (N=135和N=110).
- 研究1比较了三个条件:观察机器人故障 (RF),个人问题解决失败和直接指令.
- 第二项研究在机器人适应阶段后验证了该方法,评估了学生对机器人的看法.
主要成果:
- 在机器人故障 (RF) 条件下的学生在概念理解方面表现出最大的收益.
- 与其他条件相比,RF方法导致报告的社会压力较低.
- 在研究1中,在程序知识或跨条件的知识转移方面没有发现显著差异.
结论:
- 观察社交机器人的失败可能与直接失败一样有效,或者比直接失败更有效,用于获取知识.
- 社交机器人可以作为STEM教育中的有价值的同行,减少与学习相关的压力.
- 将机器人与基于证据的教学策略相结合,具有提高教育成果的巨大潜力.
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