论文标题
在口头评估期间，社会机器人可以有效地引起K-1学生的STEM主题的好奇心吗？
Can Social Robots Effectively Elicit Curiosity in STEM Topics from K-1 Students During Oral Assessments?
论文作者
论文摘要
本文介绍了一项试点研究的结果，该研究将社会机器人引入幼儿园和一年级课堂任务。这项研究旨在了解1）社会机器人在管理教育活动和评估方面的有效程度，以及2）与社会机器人的这些互动是否可以作为了解幼儿机器人技术和STEM的门户。我们使用社会机器人对语音生产进行了常用的评估（GFTA3），并比较了与人类评估者获得的响应质量。在40名儿童之间进行的比较中，我们发现两种条件之间的学生反应在所使用的三个指标上没有显着差异：单词重复准确性，需要额外帮助的次数以及与评估者的相似性。我们还发现，与机器人的相互作用成功地刺激了机器人技术的好奇心，因此源于164名学生参与者中的大量。
This paper presents the results of a pilot study that introduces social robots into kindergarten and first-grade classroom tasks. This study aims to understand 1) how effective social robots are in administering educational activities and assessments, and 2) if these interactions with social robots can serve as a gateway into learning about robotics and STEM for young children. We administered a commonly-used assessment (GFTA3) of speech production using a social robot and compared the quality of recorded responses to those obtained with a human assessor. In a comparison done between 40 children, we found no significant differences in the student responses between the two conditions over the three metrics used: word repetition accuracy, number of times additional help was needed, and similarity of prosody to the assessor. We also found that interactions with the robot were successfully able to stimulate curiosity in robotics, and therefore STEM, from a large number of the 164 student participants.
