JRM Vol.30 No.2 pp. 282-291
doi: 10.20965/jrm.2018.p0282


Effects of a Novel Sympathy-Expression Method on Collaborative Learning Among Junior High School Students and Robots

Felix Jimenez*, Tomohiro Yoshikawa*, Takeshi Furuhashi*, and Masayoshi Kanoh**

*Graduate School of Engineering, Nagoya University
Furo-cho, Chikusa-ku, Nagoya 464-8603, Japan

**School of Engineering, Chukyo University
101-2 Yagoto Honmachi, Showa-ku, Nagoya 466-8666, Japan

July 27, 2017
January 22, 2018
April 20, 2018
educational-support robots, sympathy expression method, collaborative learning, human-robot interaction
Effects of a Novel Sympathy-Expression Method on Collaborative Learning Among Junior High School Students and Robots

Sympathy-expression method for educational-support robots

In recent years, educational-support robots, which are designed to aid in learning, have received significant attention. However, learners tend to lose interest in these robots over time. To solve this problem, researchers studying human-robot interactions have developed models of emotional expression by which robots autonomously express emotions. We hypothesize that if an educational-support robot uses an emotion-expression model alone and expresses emotions without considering the learner, then the problem of losing interest in the robot will arise once again. To facilitate collaborative learning with a robot, it may be effective to program the robot to sympathize with the learner and express the same emotions as them. In this study, we propose a sympathy-expression method for use in educational-support robots to enable them to sympathize with learners. Further, the effects of the proposed sympathy-expression method on collaborative learning among junior high school students and robots are investigated.

Cite this article as:
Felix Jimenez, Tomohiro Yoshikawa, Takeshi Furuhashi, and Masayoshi Kanoh, “Effects of a Novel Sympathy-Expression Method on Collaborative Learning Among Junior High School Students and Robots,” J. Robot. Mechatron., Vol.30, No.2, pp. 282-291, 2018.
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