Comparing Robot Embodiments in a Guided Discovery Learning Interaction with Children
- Submitting institution
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University of Plymouth
- Unit of assessment
- 11 - Computer Science and Informatics
- Output identifier
- 898
- Type
- D - Journal article
- DOI
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10.1007/s12369-014-0277-4
- Title of journal
- International Journal of Social Robotics
- Article number
- -
- First page
- 293
- Volume
- 7
- Issue
- 2
- ISSN
- 1875-4791
- Open access status
- Out of scope for open access requirements
- Month of publication
- -
- Year of publication
- 2014
- URL
-
-
- Supplementary information
-
-
- Request cross-referral to
- -
- Output has been delayed by COVID-19
- No
- COVID-19 affected output statement
- -
- Forensic science
- No
- Criminology
- No
- Interdisciplinary
- No
- Number of additional authors
-
2
- Research group(s)
-
-
- Citation count
- 51
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- The article describes a study that focuses on whether a robot is a better teacher than screen-based solutions. The nuanced results showed the value of robot teaching, and the article was instrumental in obtaining further funding in the emerging field of "robots for learning" leading to the H2020 L2TOR project, which studied the use of robots for second language learning. It also led to several invitations to the PI to give keynotes at conferences (eg, ACM ICD 2020, CCS2020) and to advise UNESCO and the OECD on future developments in education.
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -