Impact of Interaction Context on the Student Affect-Learning Relationship in Child-Robot Interaction
© 2020 Association for Computing Machinery. Prior work in affect-aware educational robots has often relied on a common belief that the relationship between student affect and learning is independent of agent behaviors (child's/robot's) or unidirectional (positive/negative but not both) thr...
| Main Authors: | , , , |
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| Other Authors: | |
| Format: | Article |
| Language: | English |
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ACM
2021
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| Online Access: | https://hdl.handle.net/1721.1/137135 |
| _version_ | 1811070610648858624 |
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| author | Chen, Huili Park, Hae Won Zhang, Xiajie Breazeal, Cynthia |
| author2 | Massachusetts Institute of Technology. Media Laboratory |
| author_facet | Massachusetts Institute of Technology. Media Laboratory Chen, Huili Park, Hae Won Zhang, Xiajie Breazeal, Cynthia |
| author_sort | Chen, Huili |
| collection | MIT |
| description | © 2020 Association for Computing Machinery. Prior work in affect-aware educational robots has often relied on a common belief that the relationship between student affect and learning is independent of agent behaviors (child's/robot's) or unidirectional (positive/negative but not both) throughout the entire student-robot interaction.We argue that the student affect-learning relationship should be interpreted in two contexts: (1) social learning paradigm and (2) sub-events within child-robot interaction. In our paper, we examine two different social learning paradigms where children interact with a robot that acts either as a tutor or a tutee. Sub-events within child-robot interaction are defined as task-related events occurring in specific phases of an interaction (e.g., when the child/robot gets a wrong answer). We examine subevents at a macro level (entire interaction) and a micro level (within specific sub-events). In this paper, we provide an in-depth correlation analysis of children's facial affect and vocabulary learning. We found that children's affective displays became more predictive of their vocabulary learning when children interacted with a tutee robot who did not scaffold their learning. Additionally, children's affect displayed during micro-level events was more predictive of their learning than during macro-level events. Last, we found that the affect-learning relationship is not unidirectional, but rather is modulated by context, i.e., several affective states facilitated student learning when displayed in some sub-events but inhibited learning when displayed in others. These findings indicate that both social learning paradigm and sub-events within interaction modulate student affect-learning relationship. |
| first_indexed | 2024-09-23T08:38:51Z |
| format | Article |
| id | mit-1721.1/137135 |
| institution | Massachusetts Institute of Technology |
| language | English |
| last_indexed | 2024-09-23T08:38:51Z |
| publishDate | 2021 |
| publisher | ACM |
| record_format | dspace |
| spelling | mit-1721.1/1371352023-02-09T19:49:10Z Impact of Interaction Context on the Student Affect-Learning Relationship in Child-Robot Interaction Chen, Huili Park, Hae Won Zhang, Xiajie Breazeal, Cynthia Massachusetts Institute of Technology. Media Laboratory © 2020 Association for Computing Machinery. Prior work in affect-aware educational robots has often relied on a common belief that the relationship between student affect and learning is independent of agent behaviors (child's/robot's) or unidirectional (positive/negative but not both) throughout the entire student-robot interaction.We argue that the student affect-learning relationship should be interpreted in two contexts: (1) social learning paradigm and (2) sub-events within child-robot interaction. In our paper, we examine two different social learning paradigms where children interact with a robot that acts either as a tutor or a tutee. Sub-events within child-robot interaction are defined as task-related events occurring in specific phases of an interaction (e.g., when the child/robot gets a wrong answer). We examine subevents at a macro level (entire interaction) and a micro level (within specific sub-events). In this paper, we provide an in-depth correlation analysis of children's facial affect and vocabulary learning. We found that children's affective displays became more predictive of their vocabulary learning when children interacted with a tutee robot who did not scaffold their learning. Additionally, children's affect displayed during micro-level events was more predictive of their learning than during macro-level events. Last, we found that the affect-learning relationship is not unidirectional, but rather is modulated by context, i.e., several affective states facilitated student learning when displayed in some sub-events but inhibited learning when displayed in others. These findings indicate that both social learning paradigm and sub-events within interaction modulate student affect-learning relationship. 2021-11-02T17:33:38Z 2021-11-02T17:33:38Z 2020 2021-06-24T15:32:09Z Article http://purl.org/eprint/type/ConferencePaper https://hdl.handle.net/1721.1/137135 Chen, Huili, Park, Hae Won, Zhang, Xiajie and Breazeal, Cynthia. 2020. "Impact of Interaction Context on the Student Affect-Learning Relationship in Child-Robot Interaction." ACM/IEEE International Conference on Human-Robot Interaction. en 10.1145/3319502.3374822 ACM/IEEE International Conference on Human-Robot Interaction Creative Commons Attribution-Noncommercial-Share Alike http://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf ACM MIT web domain |
| spellingShingle | Chen, Huili Park, Hae Won Zhang, Xiajie Breazeal, Cynthia Impact of Interaction Context on the Student Affect-Learning Relationship in Child-Robot Interaction |
| title | Impact of Interaction Context on the Student Affect-Learning Relationship in Child-Robot Interaction |
| title_full | Impact of Interaction Context on the Student Affect-Learning Relationship in Child-Robot Interaction |
| title_fullStr | Impact of Interaction Context on the Student Affect-Learning Relationship in Child-Robot Interaction |
| title_full_unstemmed | Impact of Interaction Context on the Student Affect-Learning Relationship in Child-Robot Interaction |
| title_short | Impact of Interaction Context on the Student Affect-Learning Relationship in Child-Robot Interaction |
| title_sort | impact of interaction context on the student affect learning relationship in child robot interaction |
| url | https://hdl.handle.net/1721.1/137135 |
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