Embodied Geometric Reasoning with a Robot: The Impact of Robot Gestures on Student Reasoning about Geometrical Conjectures

要旨

In this paper, we explore how the physically embodied nature of robots can influence learning through non-verbal communication, such as gesturing. We take an embodied cognition perspective to examine student interactions with a NAO robot that uses gestures while reasoning about geometry conjectures. College aged students (N = 30) were randomly assigned to either a dynamic condition, where the robot uses dynamic gestures that represent and manipulate geometric shapes in the conjectures, or control condition, where the robot uses beat gestures that match the rhythm of speech. Students in the dynamic condition: (1) use more gestures when they reason about geometry conjectures, (2) look more at the robot as it speaks, (3) feel the robot is a better study partner and uses effective gestures, but (4) were not more successful in correctly reasoning about geometry conjectures. We discuss implications for socially supported and embodied learning with a physically present robot.

著者
Joseph E. Michaelis
University of Illinois at Chicago, Chicago, Illinois, United States
Daniela Di Canio
University of Illinois at Chicago, Chicago, Illinois, United States
論文URL

https://dl.acm.org/doi/abs/10.1145/3491102.3517556

動画

会議: CHI 2022

The ACM CHI Conference on Human Factors in Computing Systems (https://chi2022.acm.org/)

セッション: Interactive Learning Support Systems

291
4 件の発表
2022-05-02 23:15:00
2022-05-03 00:30:00