Peer-reviewed article
Social Robots for (Second) Language Learning in (Migrant) Primary School Children
Elly A. Konijn, Brechtje Jansen, Victoria Mondaca Bustos, Veerle L. N. F. Hobbelink, Daniel F. Preciado ·
Summary
Written by AI, not yet AICS's view · claude-haiku-4-5-20251001This study compared learning outcomes when primary school children aged 4-6 used a social robot versus a tablet for language learning. Children trained with the robot showed better learning gains, higher engagement, and greater enjoyment during storytelling exercises. The robot's social behavioral style had varying effects depending on children's educational abilities. The research suggests social robots have potential as language tutors in schools, though they need further development before widespread classroom use.
Key points
- Children using the social robot showed increased learning gains over time compared to the tablet group
- Robot-trained children demonstrated higher engagement in storytelling tasks
- Robot-trained children reported enjoying the activity more than tablet users
- The robot's social versus neutral behavioral style showed different effects for high versus low ability students
- The study used direct human-robot interaction without combining the robot with a tablet
Limitations
The study involved a small sample (N=63) of young children (aged 4-6) in one country and only tested storytelling exercises over a 3-wave period, so findings may not generalise to other age groups, learning contexts, or languages. The document does not provide details on whether learning gains were sustained over time or how different migrant backgrounds affected outcomes.
Abstract
Abstract Especially these days, innovation and support from technology to relieve pressure in education is highly urgent. This study tested the potential advantage of a social robot over a tablet in (second) language learning on performance, engagement, and enjoyment. Shortages in primary education call for new technology solutions. Previous studies combined robots with tablets, to compensate for robot’s limitations, however, this study applied direct human–robot interaction. Primary school children (N = 63, aged 4–6) participated in a 3-wave field experiment with story-telling exercises, either with a semi-autonomous robot (without tablet, using WOz) or a tablet. Results showed increased learning gains over time when training with a social robot, compared to the tablet. Children who trained with a robot were more engaged in the story-telling task and enjoyed it more. Robot’s behavioral style (social or neutral) hardly differed overall, however, seems to vary for high versus low educational abilities. While social robots need sophistication before being implemented in schools, our study shows the potential of social robots as tutors in (second) language learning.
Findings the Hub has extracted
Each claim below is labelled by its type of design and links back to this report.
- Intervention
- Social robot (semi-autonomous, using Wizard of Oz) engaging in storytelling exercises with direct human-robot interaction, compared to tablet-based learning
- Population
- Primary school children aged 4-6 years (N=63), including migrant children
Key finding
Children trained with the robot showed increased learning gains over time compared to tablet group
Konijn et al. · OpenAlex · 11 Oct 2021