Development of a Social Robot for the Study of Robot Roles in Robot-Assisted Language Learning

Abstract

The objective of this thesis encompasses both the development of a novel social robot, named ”Maple,” and the examination of its effectiveness in various roles within the context of education and Human-Robot Interaction (HRI). A study was conducted to compare the efficacy of two common roles that social robots can assume in HRI research concerning learning: as a tutor and as a peer-learner. Individual participants, including university students and staff, engage in a vocabulary learning task in Esperanto with Maple assuming either a tutor or a peer-learner role. The research findings indicate participants’ positive attitudes and perceptions towards both roles enacted by Maple. Usability assessments reveal high scores across both conditions, with participants reporting predominantly positive user experiences. While no significant difference in learning outcomes is observed between the two robot roles, participants exhibit a 30% increase in quiz completion speed when interacting with Maple in the peer-learner role, suggesting the peer-learner robot promotes and fosters meaningful learning. Thematic analysis of participants’ responses underscores their preferences for increased interaction with Maple as a peer-learner, acknowledgment of Maple’s capacity for companionship and interactivity, and envisioning practical applications of such learning systems in real-life settings. The insights obtained from this study not only contribute to understanding the effectiveness of social robots in educational settings but also offer valuable directions for future research and technology development in Human-Robot Interaction and Robot-Assisted Language Learning.