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Pareto, L., Ekström, S., Barendregt, W., Serholt, S. & Kiesewetter, S. (2019). Augmenting Game-Based Learning With a Robot Tutee. In: Proceedings of the European conference on games-based learning: . Paper presented at European Conference on Games Based Learning Oct 2019 (pp. 560-568). Reading: Academic Publishing International
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2019 (English)In: Proceedings of the European conference on games-based learning, Reading: Academic Publishing International, 2019, p. 560-568Conference paper, Published paper (Refereed)
Abstract [en]

This paper presents the initial design of an educational setup where a humanoid robot is used as a game companionto a child while they play an educational arithmetic game together. Drawing on the learning-by-teaching paradigm, therobot’s purpose is to act as the child’s tutee and ask questions related to gameplay and the arithmetic content of the game. The original version of the game utilized a virtual teachable agent, which was shown to be effective for children’s learning in previous studies. Here we replace the virtual agent with a social robot to explore if and how the embodiment and social-like behaviour of robots can augment game-based learning further. Our aim is to design a robot tutee that will enhance the game experience and stimulate elaboration of the game’s learning material. So far we have conducted two design workshops with 81 schoolchildren in grades 2 and 4 where they experienced the robot and the game in their classrooms. In this paper, we present the results of two post-workshop questionnaires, where the children were asked about desired behaviour for learning companions and their experiences with the robot as a game playing tutee. The first post-workshop questionnaire revealed that children would like to have a robot tutee that behaves as a kind and helpful human peer, but with improved capacities such as being kind to everyone, providing better explanations, and giving more compliments. The second postworkshop questionnaire revealed that the children accepted the tutor–tutee role-division and that a majority of children were able to hear, but less so, understand, the robot’s questions. Implications of these findings for design of the robot tutee are discussed

Place, publisher, year, edition, pages
Reading: Academic Publishing International, 2019
European Conference on Games Based Learning, ISSN 2049-0992
robot tutee, teachable agent, educational game, game-based learning, co-design
National Category
Human Computer Interaction
Research subject
SOCIAL SCIENCE, Informatics; Work Integrated Learning
urn:nbn:se:hv:diva-14744 (URN)10.34190/GBL.19.138 (DOI)2-s2.0-85075297592 (Scopus ID)
European Conference on Games Based Learning Oct 2019
Available from: 2019-12-06 Created: 2019-12-06 Last updated: 2020-01-17Bibliographically approved
Hrastinski, S., Olofsson, A. D., Arkenback, C., Ekström, S., Ericsson, E., Fransson, G., . . . Utterberg, M. (2019). Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education. Postdigital Science and Education, 1(2), 427-445
Open this publication in new window or tab >>Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
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2019 (English)In: Postdigital Science and Education, ISSN 2524-485X, Vol. 1, no 2, p. 427-445Article in journal (Refereed) Published
Abstract [en]

It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.

Artificial intelligence, Educational robots, Postdigital education, K-12 education, Automation, Symposium
National Category
Computer Sciences Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Informatics
urn:nbn:se:hv:diva-13894 (URN)10.1007/s42438-019-00046-x (DOI)
Available from: 2019-05-29 Created: 2019-05-29 Last updated: 2019-12-10Bibliographically approved

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