In recent years, educational-support robots have been attracting attention. In conventional robots, the leaner cannot learn in a environment of spontaneous learning where they decide the number of solved problems by themselves. As a remedy, we proposed the problem-number negotiation method by deciding the number of solved problems through a conversation with the learner before learning. Previous studies have suggested that the problem-number negotiation method improve the number of solved problems in short and long-term learning. However, we had not verified the impact of learning effect in the problem-number negotiation method. This paper examine the effect of long-term learning with a robot that uses the problem-number negotiation method (proposed robot) by university students. The experiment verified the learning effect compare with the non-conversational robot (conventional robot). Experimental result suggested that proposed robot improved the learning effect of learners compared to conventional robot.
Kaede et al. (Thu,) studied this question.