TY - GEN
T1 - Exploring Help-Seeking Behavior, Performance, and Cognitive Load in Individual Tutoring
T2 - 33rd IEEE International Conference on Robot and Human Interactive Communication, ROMAN 2024
AU - Hei, Xiaoxuan
AU - Zhang, Heng
AU - Tapus, Adriana
N1 - Publisher Copyright:
© 2024 IEEE.
PY - 2024/1/1
Y1 - 2024/1/1
N2 - Social robots have become increasingly prevalent in the context of one-on-one tutoring, serving as effective educational aids. In response to this trend, the present study was devised to conduct a comparative analysis between human tutors and robot tutors. Additionally, the study aims to investigate how varying previous knowledge in robots influence students' tendencies for help-seeking. By examining the performance and physiological signals of participants, this research seeks to provide valuable insights into the effectiveness of social robots in educational contexts. 21 participants were divided into three groups, each seeking assistance from a human tutor (HT), seeking help from a robot without any prior knowledge of robots (RT1), and seeking help from a robot after gaining some understanding of its capabilities (RT2). Our results demonstrated that participants sought more help from robot than from human and participants in Group RT2 performed better than participants in Group RT1. However, participants experienced greater cognitive load when interacting with a robot tutor compared to interacting with a human tutor. Future work could focus on developing interventions to alleviate students' cognitive load during interactions with robot tutors.
AB - Social robots have become increasingly prevalent in the context of one-on-one tutoring, serving as effective educational aids. In response to this trend, the present study was devised to conduct a comparative analysis between human tutors and robot tutors. Additionally, the study aims to investigate how varying previous knowledge in robots influence students' tendencies for help-seeking. By examining the performance and physiological signals of participants, this research seeks to provide valuable insights into the effectiveness of social robots in educational contexts. 21 participants were divided into three groups, each seeking assistance from a human tutor (HT), seeking help from a robot without any prior knowledge of robots (RT1), and seeking help from a robot after gaining some understanding of its capabilities (RT2). Our results demonstrated that participants sought more help from robot than from human and participants in Group RT2 performed better than participants in Group RT1. However, participants experienced greater cognitive load when interacting with a robot tutor compared to interacting with a human tutor. Future work could focus on developing interventions to alleviate students' cognitive load during interactions with robot tutors.
U2 - 10.1109/RO-MAN60168.2024.10731328
DO - 10.1109/RO-MAN60168.2024.10731328
M3 - Conference contribution
AN - SCOPUS:85209778591
T3 - IEEE International Workshop on Robot and Human Communication, RO-MAN
SP - 1035
EP - 1041
BT - 33rd IEEE International Conference on Robot and Human Interactive Communication, ROMAN 2024
PB - IEEE Computer Society
Y2 - 26 August 2024 through 30 August 2024
ER -
