https://scholars.lib.ntu.edu.tw/handle/123456789/536890
標題: | Reading with robot and human companions in library literacy activities: A comparison study | 作者: | Yueh, H.-P. Lin, W. Wang, S.-C. WEI-JANE LIN HSIU-PING YUEH LI-CHEN FU |
關鍵字: | children; library; reading; robotics | 公開日期: | 2020 | 卷: | 51 | 期: | 5 | 起(迄)頁: | 1884-1900 | 來源出版物: | British Journal of Educational Technology | 摘要: | Motivated by mixed evidence on the effectiveness of reading companions on children’s reading performance, as well as the clear and present need for libraries to conduct literacy education, this study sought to investigate the feasibility of using social robots in library literacy activities and to extract the essential functions of effective reading companions by comparing human and robot co-readers. A humanoid robot, Robot Julia, was developed as a social robot to provide oral conversation and offer children tactful and stimulating support for their reading. An experimental study was conducted to examine child patrons’ perceptions and performance in reading activities with the robot companion as compared to human companions. A total of 36 elementary school children participated in the study. The results positively supported that the participants perceived the robot companion as more favourable and desirable to read with than a human co-reader. The children favoured robotic verbalisation over human verbalisation. According to the results of the comparison, cognitively it was found that human and robot companions facilitated children’s reading comprehension in different ways and that the children performed similarly well with both kinds of reading companions. Affectively, the robot co-reader induced more social interaction during the reading sessions. Despite all the positive aspects, it is also necessary to consider the limitations including the novelty effect of the approach. This study contributes empirical evidence in the pragmatic field of library science and expands upon social robot research by exploring one-on-one child–robot interactions in reading, as opposed to the group contexts in previous studies. © 2020 British Educational Research Association |
URI: | https://www.scopus.com/inward/record.url?eid=2-s2.0-85088807798&partnerID=40&md5=6b0187315808750c2e572b30f768e4f9 https://scholars.lib.ntu.edu.tw/handle/123456789/536890 |
ISSN: | 00071013 | DOI: | 10.1111/bjet.13016 | SDG/關鍵字: | Anthropomorphic robots; Educational robots; Libraries; Comparison study; Elementary schools; Oral conversation; Reading activities; Reading comprehension; Reading performance; Robot interactions; Social interactions; Social robots |
顯示於: | 圖書資訊學系 |
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