The interactive museum tour-guide robot
AAAI '98/IAAI '98 Proceedings of the fifteenth national/tenth conference on Artificial intelligence/Innovative applications of artificial intelligence
Influence of colearner agent gehavior on learner performance and attitudes
CHI '05 Extended Abstracts on Human Factors in Computing Systems
Establishing and maintaining long-term human-computer relationships
ACM Transactions on Computer-Human Interaction (TOCHI)
Interactive Humanoid Robots for a Science Museum
IEEE Intelligent Systems
Interactive robots as social partners and peer tutors for children: a field trial
Human-Computer Interaction
An affective guide robot in a shopping mall
Proceedings of the 4th ACM/IEEE international conference on Human robot interaction
Expressive robots in education: varying the degree of social supportive behavior of a robotic tutor
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Do elderly people prefer a conversational humanoid as a shopping assistant partner in supermarkets?
Proceedings of the 6th international conference on Human-robot interaction
Application of NXT based robots for teaching java-based concurrency
Edutainment'12/GameDays'12 Proceedings of the 7th international conference on Edutainment, and Proceedings of the 3rd international conference on E-Learning and Games for Training, Education, Health and Sports
How can a social robot facilitate children's collaboration?
ICSR'12 Proceedings of the 4th international conference on Social Robotics
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We used a social robot as a teaching assistant in a class for children's collaborative learning. In the class, a group of 6th graders learned together using Lego Mindstorms. The class consisted of seven lessons with Robovie, a social robot, followed by one lesson to test their individual achievement. Robovie managed the class and explained how to use Lego Mindstorms. In addition to such basic management behaviors for the class, we prepared social behaviors for building relationships with the children and encouraging them. The result shows that the social behavior encouraged children to work more in the first two lessons, but did not affect them in later lessons. On the other hand, social behavior contributed to building relationships and attaining better social acceptance.