...
  • 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>International journal of applied mechanics >Children Teach Handwriting to a Social Robot with Different Learning Competencies
【24h】

Children Teach Handwriting to a Social Robot with Different Learning Competencies

机译：孩子们向社会机器人教授了不同的学习能力

获取原文
获取原文并翻译 | 示例
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

As robots are entering into educational fields to enhance children's learning, it becomes relevant to explore different methods of learning in the area of child-robot interaction. In this article, we present an autonomous educational system incorporating a social robot to enhance children's handwriting skills. The system provides a one-to-one learning scenario based on thelearning-by-teachingapproach where a tutor-child assess the handwriting skills of a learner-robot. The robot's writing was generated by an algorithm incorporating human-inspired movements and could reproduce a set of writing errors. We tested the system by conducting two multi-session studies. In the first study, we assigned the robot two contrasting competencies: 'learning' and 'non-learning'. We measured the differences in children's learning gains and changes in their perceptions of the learner-robot. The second study followed a similar interaction scenario and research questions, but this time the robot performed three learning competencies: 'continuous-learning'; 'non-learning' and 'personalised-learning'. The findings of these studies show that the children learnt with the robot that exhibits learning competency and children's learning and perceptions of the robot changed as interactions unfold, confirming the need for longitudinal studies. This research supports that the contrasting learning competencies of social robots can impact children's learning differently in peer-learning scenarios.
机译：随着机器人正在进入教育领域以提高儿童的学习，它与探索儿童机器人互动领域的不同学习方法变得相关。在本文中，我们展示了一个融合社会机器人的自治教育制度，以提高儿童的笔迹技能。该系统提供了一个基于Thelearning-By-ChibleAck的一对一学习场景，其中导师儿童评估学习者机器人的笔迹技能。机器人的写作是由包含人启发运动的算法生成的，并且可以再现一组写入错误。我们通过进行两项多次会话研究来测试该系统。在第一项研究中，我们为机器人分配了两个对比的能力：“学习”和“非学习”。我们衡量了儿童学习收益的差异以及对学习者机器人的看法的变化。第二项研究遵循类似的互动情景和研究问题，但这次机器人进行了三个学习能力：“连续学习”; “非学习”和“个性化学习”。这些研究的结果表明，孩子们通过展示学习能力和儿童学习和儿童学习的机器人学习的机器人随着互动的展开而改变的，确认对纵向研究的需要。这项研究支持社会机器人的对比学习能力可以在同行学习情景中不同地影响儿童的学习。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号