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Title: Dyadic Stance in Natural Language Communication with a Teachable Robot
Learning companion robots can provide personalized learning interactions to engage students in many domains including STEM. For successful interactions, students must feel comfortable and engaged. We describe an experiment with a learning companion robot acting as a teachable robot; based on human-to-human peer tutoring, students teach the robot how to solve math problems. We compare student attitudes of comfort, attention, engagement, motivation, and physical proximity for two dyadic stance formations: a face-to-face stance and a side-by-side stance. In human-robot interaction experiments, it is common for dyads to assume a face-to-face stance, while in human-to-human peer tutoring, it is common for dyads to sit in side-by-side as well as face-to-face formations. We find that students in the face-to-face stance report stronger feelings of comfort and attention, compared to students in the side-by-side stance. We find no difference between stances for feelings of engagement, motivation, and physical proximity.  more » « less
Award ID(s):
1637947
PAR ID:
10076256
Author(s) / Creator(s):
; ; ; ;
Date Published:
Journal Name:
HRI '18 Companion of the 2018 ACM/IEEE International Conference on Human-Robot Interaction
Page Range / eLocation ID:
85 - 86
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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