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Learning and Teaching Experiences with a Persuasive Social Robot in Primary School – Findings and Implications from a 4-Month Field Study

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Learning and Teaching Experiences with a Persuasive Social Robot in Primary School – Findings and Implications from a 4-Month Field Study. / Ahtinen, Aino; Kaipainen, Kirsikka.

Persuasive Technology. Designing for Future Change - 15th International Conference on Persuasive Technology, PERSUASIVE 2020, Proceedings. ed. / Sandra Burri Gram-Hansen; Tanja Svarre Jonasen; Cees Midden. Springer, 2020. p. 73-84 (Lecture Notes in Computer Science; Vol. 12064).

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

Harvard

Ahtinen, A & Kaipainen, K 2020, Learning and Teaching Experiences with a Persuasive Social Robot in Primary School – Findings and Implications from a 4-Month Field Study. in SB Gram-Hansen, TS Jonasen & C Midden (eds), Persuasive Technology. Designing for Future Change - 15th International Conference on Persuasive Technology, PERSUASIVE 2020, Proceedings. Lecture Notes in Computer Science, vol. 12064, Springer, pp. 73-84, International Conference on Persuasive Technologies, Aalborg, Denmark, 20/04/20. https://doi.org/10.1007/978-3-030-45712-9_6

APA

Ahtinen, A., & Kaipainen, K. (2020). Learning and Teaching Experiences with a Persuasive Social Robot in Primary School – Findings and Implications from a 4-Month Field Study. In S. B. Gram-Hansen, T. S. Jonasen, & C. Midden (Eds.), Persuasive Technology. Designing for Future Change - 15th International Conference on Persuasive Technology, PERSUASIVE 2020, Proceedings (pp. 73-84). (Lecture Notes in Computer Science; Vol. 12064). Springer. https://doi.org/10.1007/978-3-030-45712-9_6

Vancouver

Ahtinen A, Kaipainen K. Learning and Teaching Experiences with a Persuasive Social Robot in Primary School – Findings and Implications from a 4-Month Field Study. In Gram-Hansen SB, Jonasen TS, Midden C, editors, Persuasive Technology. Designing for Future Change - 15th International Conference on Persuasive Technology, PERSUASIVE 2020, Proceedings. Springer. 2020. p. 73-84. (Lecture Notes in Computer Science). https://doi.org/10.1007/978-3-030-45712-9_6

Author

Ahtinen, Aino ; Kaipainen, Kirsikka. / Learning and Teaching Experiences with a Persuasive Social Robot in Primary School – Findings and Implications from a 4-Month Field Study. Persuasive Technology. Designing for Future Change - 15th International Conference on Persuasive Technology, PERSUASIVE 2020, Proceedings. editor / Sandra Burri Gram-Hansen ; Tanja Svarre Jonasen ; Cees Midden. Springer, 2020. pp. 73-84 (Lecture Notes in Computer Science).

Bibtex - Download

@inproceedings{f1cc0d51d72241948bf7b24a66949ffc,
title = "Learning and Teaching Experiences with a Persuasive Social Robot in Primary School – Findings and Implications from a 4-Month Field Study",
abstract = "In the field of child-robot interaction (CRI), long-term field studies with users in authentic contexts are still rare. This paper reports the findings from a 4-month field study of robot-assisted language learning (RALL). We focus on the learning experiences of primary school pupils with a social, persuasive robot, and the experiences of the teachers of using the robot as a teaching tool. Our qualitative research approach includes interviews, observations, questionnaires and a diary as data collection methods, and affinity diagram as a data analysis method. The research involves three target groups: the pupils of a 3rd grade class (9–10 years old, n = 20), language teachers (n = 3) and the parents (n = 18). We report findings on user experience (UX), the robot’s tasks and role in the school, and the experience of the multimodal interaction with the robot. Based on the findings, we discuss several aspects concerning the design of persuasive robotics on robot-assisted learning and CRI, for example the benefits of robot-specific ways of rewarding, the value of the physical embodiment and the opportunities of the social role adopted by the learning robot.",
keywords = "Child-robot interaction, Field study, Persuasive design, Robot-assisted learning, User experience",
author = "Aino Ahtinen and Kirsikka Kaipainen",
note = "jufoid=62555",
year = "2020",
doi = "10.1007/978-3-030-45712-9_6",
language = "English",
isbn = "9783030457112",
series = "Lecture Notes in Computer Science",
publisher = "Springer",
pages = "73--84",
editor = "Gram-Hansen, {Sandra Burri} and Jonasen, {Tanja Svarre} and Cees Midden",
booktitle = "Persuasive Technology. Designing for Future Change - 15th International Conference on Persuasive Technology, PERSUASIVE 2020, Proceedings",

}

RIS (suitable for import to EndNote) - Download

TY - GEN

T1 - Learning and Teaching Experiences with a Persuasive Social Robot in Primary School – Findings and Implications from a 4-Month Field Study

AU - Ahtinen, Aino

AU - Kaipainen, Kirsikka

N1 - jufoid=62555

PY - 2020

Y1 - 2020

N2 - In the field of child-robot interaction (CRI), long-term field studies with users in authentic contexts are still rare. This paper reports the findings from a 4-month field study of robot-assisted language learning (RALL). We focus on the learning experiences of primary school pupils with a social, persuasive robot, and the experiences of the teachers of using the robot as a teaching tool. Our qualitative research approach includes interviews, observations, questionnaires and a diary as data collection methods, and affinity diagram as a data analysis method. The research involves three target groups: the pupils of a 3rd grade class (9–10 years old, n = 20), language teachers (n = 3) and the parents (n = 18). We report findings on user experience (UX), the robot’s tasks and role in the school, and the experience of the multimodal interaction with the robot. Based on the findings, we discuss several aspects concerning the design of persuasive robotics on robot-assisted learning and CRI, for example the benefits of robot-specific ways of rewarding, the value of the physical embodiment and the opportunities of the social role adopted by the learning robot.

AB - In the field of child-robot interaction (CRI), long-term field studies with users in authentic contexts are still rare. This paper reports the findings from a 4-month field study of robot-assisted language learning (RALL). We focus on the learning experiences of primary school pupils with a social, persuasive robot, and the experiences of the teachers of using the robot as a teaching tool. Our qualitative research approach includes interviews, observations, questionnaires and a diary as data collection methods, and affinity diagram as a data analysis method. The research involves three target groups: the pupils of a 3rd grade class (9–10 years old, n = 20), language teachers (n = 3) and the parents (n = 18). We report findings on user experience (UX), the robot’s tasks and role in the school, and the experience of the multimodal interaction with the robot. Based on the findings, we discuss several aspects concerning the design of persuasive robotics on robot-assisted learning and CRI, for example the benefits of robot-specific ways of rewarding, the value of the physical embodiment and the opportunities of the social role adopted by the learning robot.

KW - Child-robot interaction

KW - Field study

KW - Persuasive design

KW - Robot-assisted learning

KW - User experience

U2 - 10.1007/978-3-030-45712-9_6

DO - 10.1007/978-3-030-45712-9_6

M3 - Conference contribution

SN - 9783030457112

T3 - Lecture Notes in Computer Science

SP - 73

EP - 84

BT - Persuasive Technology. Designing for Future Change - 15th International Conference on Persuasive Technology, PERSUASIVE 2020, Proceedings

A2 - Gram-Hansen, Sandra Burri

A2 - Jonasen, Tanja Svarre

A2 - Midden, Cees

PB - Springer

ER -