Robots and avatars as educational language learning tools? Dr.-Ing. Kirsten Bergmann Bielefeld University AZIONI A SUPPORTO DEL PIANO “TRENTINO TRILINGUE” Sviluppo delle risorse professionali e predisposizione di strumenti di apprendimento e valutazione (Codice: 2015_3_1034_IP.01) Questa iniziativa è realizzata nell'ambito del Programma operativo FSE 2014 – 2020 della Provincia autonoma di Trento grazie al sostegno finanziario del Fondo sociale europeo, dello Stato italiano e della Provincia autonoma di Trento La Commissione europea e la Provincia autonoma di Trento declinano ogni responsabilità sull’uso che potrà essere fatto delle informazioni contenute nei presenti materiali
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Robots and avatars as educational language learning tools?
Dr.-Ing. Kirsten BergmannBielefeld University
AZIONI A SUPPORTO DEL PIANO “TRENTINO TRILINGUE” Sviluppo delle risorse professionali e predisposizione di strumenti di apprendimento e valutazione (Codice: 2015_3_1034_IP.01)
Questa iniziativa è realizzata nell'ambito del Programma operativo FSE 2014 – 2020 della Provincia autonoma di Trento grazie al sostegno finanziario del Fondo sociale europeo, dello Stato italiano e della Provincia autonoma di TrentoLa Commissione europea e la Provincia autonoma di Trento declinano ogni responsabilità sull’uso che potrà essere fatto delle informazioni contenute nei presenti materiali
One-to-one tutoring
Classroomeducation
One-to-one tutoring vs. group education
Distinct advantages shown forone-to-one tutoring over classroom teaching
• 2 standard deviations improvement (Bloom 1984, p. 4):“the average tutored student was above 98% of the students in the control class”
• More recent research has shown smaller effects (VanLehn,2011)
But one-to-one tutoring is not feasible in traditional classroom arrangements
Can we transfer the benefitsof human one-to-one tutoringto digital learningtechnology?
Progress: Humanoid robots and virtual humans
• Increasingly realistic and expressive appearance
• Advances in input recognition/ interpretation (speech, attention,affect/emotion, …)
• Effects in interaction with humans: Credibility, competence, trust, communicative behavior
• Application domains: Health care, elderly care, entertainment, and education
Humanoid robots and virtual humansas learning partners?
Transferring the benefits of human-humantutoring to instructional communication and computer-supported learning
+ personalization
+ flexible availability
+ patient
+ can approach children with migration background in L1
Research tool to optimize human tutoring
• Studies: Manipulating subtle aspects of communicative behavior and observing cognitive and social outcome
• Inferring advice for human teachers
Virtual humans and robots for education— what we know so far…
Saerbeck et al. (2010) The role of social supportiveness
• Children learned an artificiallanguage (“Toki Pona”)
• Level of robot’s social supportiveness was manipulated (e.g. non-verbalfeedback, attention guiding, smiling)
• Higher social supportiveness had a positive effect on learning outcome (vocabulary, grammar, pronunciation) and students motivation
Virtual humans and robots for education— what we know so far…
Alemi et al. (2014, 2015)Effects of a social robot on learners’ anxiety and attitude
• Teacher was accompanied by a robot assistant (vs. no robot)
• Students in the robot group had great fun in the learning process and believed they were learning more effectively
• Robot helped to boost their motivation in the long run
Virtual humans and robots for education— what we know so far…
Herberg et al. (2015)Robot watchfulness hinders learning performance
• Children learned French and Latin rules from a robot tutor and filled in worksheets applying the rules to translate phrases
• Robot watched children as they filled in worksheet items (or not)
• Better performance when the robot looked away
Virtual humans and robots for education—what we know so far…
Tanaka & Matsuzoe (2012, 2015)Learning by teaching a care-receiving robot
• Japanese children teach word meaning to a robot — can this promote learning English words?
• Learning outcome was improved whenthe robot was present (vs. no-robotcontrol) for verbs
Moriguchi et al. (2011)Can 4/5 year-olds learn vocabulary from a robot?• 4-year-olds learned better from human vs. robot stimulus (both on video)
• No difference between human vs. robot stimulus at age 5
Virtual humans and robots for education— what we know so far…
Is tutoring with humanoid robots effective for language education?
• The potential of robots for language learning seems to be considerable
• But still many unanswered and underexplored scientific and technological issues
Designing a child-friendlytutor robot that can be usedto support teachingpreschool children a secondlanguage (L2) by interactingwith them
L1
GermanDutchTurkish
L2
English
L1
Turkish
L2
DutchGerman
+
Methodology
Observations Realization Evaluation
Major challenges
• Perceive and recognize the child’s verbal and nonverbalsignals and input provided over the tablet
• Monitor the child’s learning progress and behavior
• Respond adequately to the child via robot (speech, gesture,…) and tablet output while considering learning outcome andmotivation, engagement, fun
TTS/Prosody
NonverbalSynthesis
ASRMultimodal Input Interpretation
Vision Recogn.
Multimodal Output Generation
ChildModel
InteractionModel
InteractionManagement
Tablet Input Context Interpret.
Technical architecture
1 . H o w c a n w esupport vocabularylearning by meansof embodiment?
2. How can we makethe i nteractionsadaptive towardschildren’s individualneeds?
1 . H o w c a n w esupport vocabularylearning by meansof embodiment?
2. How can we makethe i nteractionsadaptive towardschildren’s individualneeds?
Research in cooperation with
Manuela Macedonia
Johannes-Kepler University, Linz Max-Planck Institute for HumanCognitive and Brain Sciences, Leipzig
Astrid Rosenthal-von der Pütten
University Duisburg-Essen
Enactment effect
Performing gestures when encoding verbal information enhances memory