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To benefit from the social capabilities of a robot math tutor, instead of being distracted by them, a novel approach is needed where the math task and the robot's social behaviors are better intertwined. We present concrete design specifications of how children can practice math via a personal conversation with a social robot and how the robot can scaffold instructions. We evaluated the designs with a three-session experimental user study (n = 130, 8-11 y.o.). Participants got better at math over time when the robot scaffolded instructions. Furthermore, the robot felt more as a friend when it personalized the conversation.
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Mike E.U. Ligthart
Vrije Universiteit Amsterdam
Simone M. de Droog
University of Applied Sciences Utrecht
Marianne Bossema
Leiden University
Vrije Universiteit Amsterdam
Amsterdam University of Applied Sciences
University of Applied Sciences Utrecht
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Ligthart et al. (Thu,) studied this question.
synapsesocial.com/papers/6a110b08216a46d7d51a156a — DOI: https://doi.org/10.1145/3568162.3576957