TY - GEN
T1 - The Effects of Dyadic vs Triadic Interaction on Children’s Cognitive and Affective Gains in Robot-Assisted Alphabet Learning
AU - Telisheva, Zhansaule
AU - Zhanatkyzy, Aida
AU - Oralbayeva, Nurziya
AU - Amirova, Aida
AU - Aimysheva, Arna
AU - Sandygulova, Anara
N1 - Publisher Copyright:
© 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
PY - 2022
Y1 - 2022
N2 - Robot-assisted language learning (RALL) is an emerging field of human-robot interaction to support language acquisition and literacy development with a social robot in multi-modal ways. As learning is an inherently social activity, the effectiveness of dyadic and triadic types of social interaction in RALL and child-robot interaction (CRI) needs to be investigated. In early literacy education, the Montessori method is a remarkable child-centered and collaborative learning approach. Bridging these two spaces, our work attempts to examine if the nature of social interaction, dyadic and triadic, affects children’s outcomes in an environment that adheres to the Montessori principles. To this end, we conducted a between-subject design experiment with 33 Kazakh children aged 6–8 to compare the effectiveness of learning Kazakh Latin in the dyadic and triadic conditions in a Moveable Alphabet learning scenario with a social robot. The analyses revealed mixed results for dyadic and triadic conditions in terms of cognitive gains, while emotional engagement was better in the triadic condition. We discuss these results in the perspective of key insights from the current study and implications for future research.
AB - Robot-assisted language learning (RALL) is an emerging field of human-robot interaction to support language acquisition and literacy development with a social robot in multi-modal ways. As learning is an inherently social activity, the effectiveness of dyadic and triadic types of social interaction in RALL and child-robot interaction (CRI) needs to be investigated. In early literacy education, the Montessori method is a remarkable child-centered and collaborative learning approach. Bridging these two spaces, our work attempts to examine if the nature of social interaction, dyadic and triadic, affects children’s outcomes in an environment that adheres to the Montessori principles. To this end, we conducted a between-subject design experiment with 33 Kazakh children aged 6–8 to compare the effectiveness of learning Kazakh Latin in the dyadic and triadic conditions in a Moveable Alphabet learning scenario with a social robot. The analyses revealed mixed results for dyadic and triadic conditions in terms of cognitive gains, while emotional engagement was better in the triadic condition. We discuss these results in the perspective of key insights from the current study and implications for future research.
KW - Child-robot interaction
KW - dyadic
KW - Montessori method
KW - Multi-party interaction
KW - One-to-one interaction
KW - Robot-assisted alphabet learning
KW - triadic
UR - http://www.scopus.com/inward/record.url?scp=85148695226&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85148695226&partnerID=8YFLogxK
U2 - 10.1007/978-3-031-24670-8_19
DO - 10.1007/978-3-031-24670-8_19
M3 - Conference contribution
AN - SCOPUS:85148695226
SN - 9783031246692
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 204
EP - 213
BT - Social Robotics - 14th International Conference, ICSR 2022, Proceedings
A2 - Cavallo, Filippo
A2 - Cabibihan, John-John
A2 - Fiorini, Laura
A2 - Sorrentino, Alessandra
A2 - He, Hongsheng
A2 - Liu, Xiaorui
A2 - Matsumoto, Yoshio
A2 - Ge, Shuzhi Sam
PB - Springer Science and Business Media Deutschland GmbH
T2 - 14th International Conference on Social Robotics, ICSR 2022
Y2 - 13 December 2022 through 16 December 2022
ER -