Comparing a computer agent with a humanoid robot
Proceedings of the ACM/IEEE international conference on Human-robot interaction
"Daisy, Daisy, give me your answer do!": switching off a robot
Proceedings of the ACM/IEEE international conference on Human-robot interaction
Interactive robots as social partners and peer tutors for children: a field trial
Human-Computer Interaction
Whose job is it anyway? a study of human-robot interaction in a collaborative task
Human-Computer Interaction
Construction of shared knowledge during collaborative learning
CSCL '97 Proceedings of the 2nd international conference on Computer support for collaborative learning
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
User-Centered design of a teachable robot
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
Towards academically productive talk supported by conversational agents
ITS'12 Proceedings of the 11th international conference on Intelligent Tutoring Systems
How a robot should give advice
Proceedings of the 8th ACM/IEEE international conference on Human-robot interaction
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The unique social presence of robots can be leveraged in learning situations to reduce student evaluation anxiety, while still providing instructional guidance on multiple levels of communication. Furthermore, social role of the instructor can also impact the prevalence of evaluation apprehension. In this study, we examine how human and robot social role affects help-seeking behaviors and learning outcomes in a one-on-one tutoring setting. Our results show that help-seeking is a moderator of the significant relationship between condition and learning, with the "human teacher" condition resulting in significantly less learning (and marginally less help-seeking) than the "human assistant" and both robot conditions.