Robot education peers in a situated primary school study: Personalisation promotes child learning
- Submitting institution
-
University of Plymouth
- Unit of assessment
- 11 - Computer Science and Informatics
- Output identifier
- 899
- Type
- D - Journal article
- DOI
-
10.1371/journal.pone.0178126
- Title of journal
- PLoS One
- Article number
- e0178126
- First page
- -
- Volume
- 12
- Issue
- 5
- ISSN
- 1932-6203
- Open access status
- Compliant
- Month of publication
- -
- Year of publication
- 2017
- 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
- Yes
- Number of additional authors
-
4
- Research group(s)
-
-
- Citation count
- 45
- Proposed double-weighted
- No
- Reserve for an output with double weighting
- No
- Additional information
- The present work studies the impact of personalisation in robot-child learning where the robot is closely integrated into the class-room as well as the curriculum over extended times (two weeks) but without experimenter supervision. Results show an improved learning performance when robot behaviours are personalised as compared to non-personalised versions. Personalisation also induces significantly higher levels of acceptance of robots as companions, especially over time. These results are important for the optimisation of positive impacts that robot companions can have in learning environments. They also stress the necessity for extended observation periods in future studies.
- Author contribution statement
- -
- Non-English
- No
- English abstract
- -