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.
|Name||ACM/IEEE International Conference on Human-Robot Interaction|
|Conference||2023 ACM/IEEE International Conference on Human-Robot Interaction|
|Abbreviated title||HRI '23|
|Period||13/03/23 → 16/03/23|