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首页> 外文期刊>Journal of robotics >Learning by Teaching with Humanoid Robot: A New Powerful Experimental Tool to Improve Children's Learning Ability
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Learning by Teaching with Humanoid Robot: A New Powerful Experimental Tool to Improve Children's Learning Ability

机译：用人形机器人进行教学中的学习：提高孩子学习能力的强大实验工具

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摘要

Browsing the literature shows that an increasing number of authors choose to use the learning by teaching approach in the field of educational robotics. The goal of this paper is, on the one hand, to produce a review of articles describing the effects of this approach on learning and, on the other hand, to review the literature in order to explore the characteristics at the core of this approach. We will only focus on the work using a humanoid robot. The areas of learning studied are writing, reading, vocabulary, and reasoning, but also there are some metacognitive abilities like task commitment and mental state attribution. Their targets are from very young children to preadolescents. We can already notice some studies on pupils with special educational needs. In all of these domains, the results show a nonnegligible effect of learning by teaching both on learning and on metacognitive abilities. If the concept of learning by teaching is clear, a careful investigation of the different studies shows that experimental paradigms do not use the same basic characteristics. For some, it is the robots weakness, the care that must be given to it, which is the main requirement for the approach, while for others it is the unbalanced distribution of knowledge which is at the heart of it. The learning by teaching approach we will study has two components: the robot and the child tutor. The characteristics of the robot and what is asked of the child to accomplish his or her task of the tutor will be analyzed.
机译：浏览文献表明，越来越多的作者选择在教育机器人技术领域中使用“通过教学学习”的方法。本文的目的是，一方面，对描述这种方法对学习的影响的文章进行综述，另一方面，对文献进行综述，以探索这种方法的核心特征。我们将只关注使用类人机器人的工作。研究的学习领域包括写作，阅读，词汇和推理，但也有一些元认知能力，例如任务承担和心理状态归因。他们的目标是从很小的孩子到青春期前的青少年。我们已经注意到一些针对有特殊教育需求的学生的研究。在所有这些领域中，结果都显示了通过教学对学习和元认知能力的学习所产生的不可忽视的影响。如果通过教学来学习的概念很明确，则对不同研究的仔细研究表明，实验范式不会使用相同的基本特征。对于某些人来说，这是机器人的弱点，必须给予照顾，这是该方法的主要要求，而对于另一些人，则是知识的不平衡分配是其核心。我们将学习的“通过教学来学习”方法有两个组成部分：机器人和儿童导师。将分析机器人的特性以及要求儿童完成其家教任务的要求。

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  • 来源
    《Journal of robotics》 |2018年第2018期|1578762.1-1578762.11|共11页
  • 作者

    Frank Jamet; Olivier Masson; Baptiste Jacquet; Jean-Louis Stilgenbauer; Jean Baratgin;

  • 作者单位

    P-A-R-I-S Association, 25 rue Henri Barbusse, 75005 Paris, France,Laboratoire CHArt, Universite Paris VIII, EPHE, 4-14 rue Ferrus, 75014 Paris, France,Universite de Cergy-Pontoise, 33 boulevard du Port, 95011 Cergy-Pontoise Cedex, France;

    P-A-R-I-S Association, 25 rue Henri Barbusse, 75005 Paris, France,Laboratoire CHArt, Universite Paris VIII, EPHE, 4-14 rue Ferrus, 75014 Paris, France;

    P-A-R-I-S Association, 25 rue Henri Barbusse, 75005 Paris, France,Laboratoire CHArt, Universite Paris VIII, EPHE, 4-14 rue Ferrus, 75014 Paris, France;

    P-A-R-I-S Association, 25 rue Henri Barbusse, 75005 Paris, France,Laboratoire CHArt, Universite Paris VIII, EPHE, 4-14 rue Ferrus, 75014 Paris, France,Facultes Libres de Philosophic et de Psychologie (IPC), 70 av. Denfert-Rochereau, 75014 Paris, France;

    P-A-R-I-S Association, 25 rue Henri Barbusse, 75005 Paris, France,Laboratoire CHArt, Universite Paris VIII, EPHE, 4-14 rue Ferrus, 75014 Paris, France,Institut Jean Nicod (IJN), Ecole Normale Superieure (ENS), 29 rue d'Ulm, 75005 Paris, France;

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