Towards Adaptive Robotic Tutors in Universities: A Field Study

Abstract

AbstractLearning in university setting includes the challenging task of self-motivation of the learner. The use of social robots has been shown to support the learner in their social learning process. In this paper, we address the motivation of learners in terms of self-determination theory as a theoretical framework to address need satisfaction. To this end, we conducted a field study using an adaptive robotic tutor that supports learners in exam preparation using an online learning session. With the aim to not only benefit motivation, but also academic success, we draw from research in social robotics in education as well as from adaptive tutoring, to create an adequate learning scenario. Adaptation is realized by a simple content and learner model and resulted in a significantly higher perceived use of the tutoring compared to a control condition. Our results also showed descriptive benefits such as increased perceived tutor quality, need satisfaction and motivation resulting from the adaptive tutoring. Finally, we found significantly better exam performance with the robotic tutor in the adaptive or non-adaptive version relative to students not participating in the robotic tutoring.KeywordsHuman-robot interactionHigher educationAdaptive tutoringTechnology supported learning