Individual Differences in Children's (Language) Learning Skills Moderate Effects of Robot-Assisted Second Language Learning

Autor: Emiel Krahmer, Paul M. Leseman, Rianne van den Berghe, Paul Vogt, Ora Oudgenoeg-Paz, Mirjam de Haas, Josje Verhagen, Jan de Wit, Susanne Brouwer, Bram Willemsen
Přispěvatelé: Leerstoel Leseman, Education and Learning: Cognitive and Motor Disabilities, Cognitive Science & AI, Language, Communication and Cognition, ACLC (FGw)
Jazyk: angličtina
Rok vydání: 2021
Předmět:
Vocabulary
individuele verschillen
InformationSystems_INFORMATIONINTERFACESANDPRESENTATION(e.g.
HCI)
First language
media_common.quotation_subject
Deixis
social robots
Affect (psychology)
SELECTIVE ATTENTION
050105 experimental psychology
tweede taalverwerving
GESTURES
03 medical and health sciences
0302 clinical medicine
Artificial Intelligence
TJ1-1570
0501 psychology and cognitive sciences
Mechanical engineering and machinery
First Language Acquisition
individual differences
Original Research
media_common
Robotics and AI
kind-robot interactie
competenties taalverwerving
Social robot
05 social sciences
MEMORY
second language learning
QA75.5-76.95
child-robot interaction
Moderation
Language acquisition
VOCABULARY ACQUISITION
Language & Communication
Computer Science Applications
NONWORD REPETITION
(language) learning skills
Electronic computers. Computer science
PRESCHOOLERS
Psychology
sociale robots
030217 neurology & neurosurgery
Cognitive psychology
Gesture
Zdroj: Frontiers in Robotics and AI, 8
Frontiers in Robotics and AI, 8:676248. Frontiers Media S.A.
Frontiers in Robotics and AI, Vol 8 (2021)
Frontiers in Robotics and AI
Frontiers in Robotics and AI, 8. Frontiers Media S.A.
Frontiers in Robotics and AI, 8, 1. Frontiers Media S.A.
ISSN: 2296-9144
Popis: The current study investigated how individual differences among children affect the added value of social robots for teaching second language (L2) vocabulary to young children. Specifically, we investigated the moderating role of three individual child characteristics deemed relevant for language learning: first language (L1) vocabulary knowledge, phonological memory, and selective attention. We expected children low in these abilities to particularly benefit from being assisted by a robot in a vocabulary training. An L2 English vocabulary training intervention consisting of seven sessions was administered to 193 monolingual Dutch five-year-old children over a three- to four-week period. Children were randomly assigned to one of three experimental conditions: 1) a tablet only, 2) a tablet and a robot that used deictic (pointing) gestures (the no-iconic-gestures condition), or 3) a tablet and a robot that used both deictic and iconic gestures (i.e., gestures depicting the target word; the iconic-gestures condition). There also was a control condition in which children did not receive a vocabulary training, but played dancing games with the robot. L2 word knowledge was measured directly after the training and two to four weeks later. In these post-tests, children in the experimental conditions outperformed children in the control condition on word knowledge, but there were no differences between the three experimental conditions. Several moderation effects were found. The robot’s presence particularly benefited children with larger L1 vocabularies or poorer phonological memory, while children with smaller L1 vocabularies or better phonological memory performed better in the tablet-only condition. Children with larger L1 vocabularies and better phonological memory performed better in the no-iconic-gestures condition than in the iconic-gestures condition, while children with better selective attention performed better in the iconic-gestures condition than the no-iconic-gestures condition. Together, the results showed that the effects of the robot and its gestures differ across children, which should be taken into account when designing and evaluating robot-assisted L2 teaching interventions.
Databáze: OpenAIRE
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