Learning Effects of Robots Teaching Based on Cognitive Apprenticeship Theory
Kenya Miyauchi*, Felix Jimenez**, Tomohiro Yoshikawa*, Takeshi Furuhashi*, and Masayoshi Kanoh***
*Graduate School of Engineering, Nagoya University
Furo-cho, Chikusa-ku, Nagoya, Aichi 464-8603, Japan
**School of Information Science and Technology, Aichi Prefectural University
1522-3 Ibaragabasama, Nagakute, Aichi 480-1198, Japan
***School of Engineering, Chukyo University
101-2 Yagoto Honmachi, Showa-ku, Nagoya, Aichi 466-8666, Japan
In recent years, educational support robots that assist learners have attracted attention. The main role of teacher-type robots in previous research has been to teach students how to solve problems and to explain learning material. Under such conditions, students may not learn the material adequately due to their reliance on the support of the robot; this paper utilizes the cognitive apprenticeship theory in order to prevent this problem. The cognitive apprenticeship theory asserts that the support provided to a student should change according to the student’s learning situation. Previous studies have reported that pedagogy based on the cognitive apprenticeship theory can improve students’ learning skills. Therefore, we hypothesize that students’ learning will improve when robots teach them how to solve questions based on the cognitive apprenticeship theory. In this paper, we investigate the learning effects of robot teaching based on the cognitive apprenticeship theory in collaborative learning with junior high-school and university students. The results of this experiment suggest that collaborative learning with robots that employ the cognitive apprenticeship theory improves the learning of high-school and university students.
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