Researcher:
Kanero, Junko

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Junko

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Kanero

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Kanero, Junko

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2018 - 201982020 - 20222

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    Second language tutoring using social robots: a large-scale study
    (Institute of Electrical and Electronics Engineers (IEEE), 2019) Vogt, Paul; van den Berghe, Rianne; de Haas, Mirjam; Hoffman, Laura; Montanier, Jean-Marc; Oudgenoeg-Paz, Ora; Garcia, Daniel Hernandez; Papadopoulos, Fotios; Schodde, Thorsten; Verhagen, Josje; Wallbridge, Christopher D.; Willemsen, Bram; de Wit, Jan; Belpaeme, Tony; Kopp, Stefan; Krahmer, Emiel; Leseman, Paul; Pandey, Amit Kumar; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Göksun, Tilbe; Kanero, Junko; Küntay, Aylin C.; Mamuş, Ayşe Ezgi; Oranç, Cansu; Faculty Member; Researcher; Faculty Member; Researcher; Researcher; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 47278; N/A; 178879; N/A; N/A
    We present a large-scale study of a series of seven lessons designed to help young children learn English vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.
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    Second language tutoring using social robots: L2TOR-the movie
    (IEEE Computer Society, 2019) Vogt, Paul; van den Berghe, Rianne; de Haas, Mirjam; Hoffman, Laura; Montanier, Jean-Marc; Oudgenoeg-Paz, Ora; García, Daniel Hernández; Papadopoulos, Fotios; Schodde, Thorsten; Verhagen, Josje; Wallbridge, Christopher D.; Willemsen, Bram; de Wit, Jan; Belpaeme, Tony; Kopp, Stefan; Krahmer, Emiel; Leseman, Paul; Pandey, Amit Kumar; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Kanero, Junko; Mamuş, Ayşe Ezgi; Oranç, Cansu; Göksun, Tilbe; Küntay, Aylin C.; Researcher; Researcher; Researcher; Faculty Member; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; N/A; 47278; 178879
    This video illustrates the large-scale experiment of the L2TOR project that will be presented at the HRI 2019 conference. The experiment aimed to investigate how 192 Dutch 5-year-old children could learn 34 English words from a NAO robot in 7 lessons. The experiment compared 4 conditions: 1) robot using iconic gestures, 2) robot without iconic gestures, 3) tablet only, and 4) a control group. The results revealed that children could learn more English words in all experimental conditions compared to the control group. The three experimental conditions did not show any significant differences regarding the learning outcomes.
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    Are tutor robots for everyone? the influence of attitudes, anxiety, and personality on robot-led language learning
    (Springer, 2022) Kumkale, G. Tarcan; Department of Psychology; Department of Psychology; Department of Psychology; N/A; Department of Psychology; Küntay, Aylin C.; Kanero, Junko; Oranç, Cansu; Koşkulu, Sümeyye; Göksun, Tilbe; Faculty Member; Researcher; Researcher; Master Student; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 178879; N/A; N/A; N/A; 47278
    Do some individuals benefit more from social robots than others? Using a second language (L2) vocabulary lesson as an example, this study examined how individual differences in attitudes toward robots, anxiety in learning L2, and personality traits may be related to the learning outcomes. One hundred and two native Turkish-speaking adults were taught eight English words in a one-on-one lesson either with the NAO robot (N = 51) or with a human tutor (N = 51). The results in both production and receptive language tests indicated that, following the same protocol, the two tutors are fairly comparable in teaching L2 vocabulary. Negative attitudes toward robots and anxiety in L2 learning impeded participants from learning vocabulary in the robot tutor condition whereas the personality trait of extroversion negatively predicted vocabulary learning in the human tutor condition. This study is among the first to demonstrate how individual differences can affect learning outcomes in robot-led sessions and how general attitudes toward a type of device may affect the ways humans learn using the device.
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    Who can benefit from robots? Effects of individual differences in robot-assisted language learning
    (Ieee, 2018) N/A; Department of Psychology; N/A; Department of Psychology; Department of Psychology; N/A; Department of Psychology; Department of Psychology; Kanero, Junko; Franko, İdil; Oranç, Cansu; Uluşahin, Orhun; Koşkulu, Sümeyye; Adıgüzel, Zeynep; Küntay, Aylin C.; Göksun, Tilbe; Researcher; Master Student; Researcher; Undergraduate Student; Master Student; Master Student; Faculty Member; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; N/A; N/A; N/A; N/A; 178879; 47278
    It has been suggested that some individuals may benefit more from social robots than do others. Using second language (L2) as an example, the present study examined how individual differences in attitudes toward robots and personality traits may be related to learning outcomes. Preliminary results with 24 Turkish-speaking adults suggest that negative attitudes toward robots, more specifically thoughts and anxiety about the negative social impact that robots may have on the society, predicted how well adults learned L2 words from a social robot. The possible implications of the findings as well as future directions are also discussed.
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    Who can benefit from robots? Effects of individual differences in robot-assisted language learning
    (Institute of Electrical and Electronics Engineers (IEEE), 2018) N/A; Department of Psychology; N/A; Department of Psychology; Department of Psychology; N/A; N/A; Department of Psychology; Department of Psychology; Kanero, Junko; Franko, İdil; Oranç, Cansu; Uluşahin, Orhun; Koşkulu, Sümeyye; Adıgüzel, Zeynep; Küntay, Aylin C.; Göksun, Tilbe; Researcher; Master Student; Researcher; Undergraduate Student; Master Student; Master Student; Faculty Member; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; N/A; N/A; N/A; N/A; 178879; 47278
    It has been suggested that some individuals may benefit more from social robots than do others. Using second language (L2) as an example, the present study examined how individual differences in attitudes toward robots and personality traits may be related to learning outcomes. Preliminary results with 24 Turkish-speaking adults suggest that negative attitudes toward robots, more specifically thoughts and anxiety about the negative social impact that robots may have on the society, predicted how well adults learned L2 words from a social robot. The possible implications of the findings as well as future directions are also discussed.
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    Guidelines for designing social robots as second language tutors
    (Springer, 2018) Belpaeme, Tony; Vogt, Paul; van den Berghe, Rianne; Bergmann, Kirsten; de Haas, Mirjam; Kennedy, James; Oudgenoeg-Paz, Ora; Papadopoulos, Fotios; Schodde, Thorsten; Verhagen, Josje; Wallbridge, Christopher D.; Willemsen, Bram; de Wit, Jan; Hoffmann, Laura; Kopp, Stefan; Krahmer, Emiel; Montanier, Jean-Marc; Pandey, Amit Kumar; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Göksun, Tilbe; Kanero, Junko; Küntay, Aylin C.; Geçkin, Vasfiye; Mamuş, Ayşe Ezgi; Oranç, Cansu; Faculty Member; Researcher; Faculty Member; Researcher; Researcher; Researcher; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 47278; N/A; 178879; N/A; N/A; N/A
    In recent years, it has been suggested that social robots have potential as tutors and educators for both children and adults. While robots have been shown to be effective in teaching knowledge and skill-based topics, we wish to explore how social robots can be used to tutor a second language to young children. As language learning relies on situated, grounded and social learning, in which interaction and repeated practice are central, social robots hold promise as educational tools for supporting second language learning. This paper surveys the developmental psychology of second language learning and suggests an agenda to study how core concepts of second language learning can be taught by a social robot. It suggests guidelines for designing robot tutors based on observations of second language learning in human-human scenarios, various technical aspects and early studies regarding the effectiveness of social robots as second language tutors.
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    Social robots for early language learning: current evidence and future directions
    (Wiley, 2018) Geckin, Vasfiye; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Department of Psychology; Kanero, Junko; Mamuş, Ayşe Ezgi; Oranç, Cansu; Göksun, Tilbe; Küntay, Aylin C.; Researcher; Researcher; Researcher; Faculty Member; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; N/A; 47278; 178879
    In this article, we review research on child-robot interaction (CRI) to discuss how social robots can be used to scaffold language learning in young children. First we provide reasons why robots can be useful for teaching first and second languages to children. Then we review studies on CRI that used robots to help children learn vocabulary and produce language. The studies vary in first and second languages and demographics of the learners (typically developing children and children with hearing and communication impairments). We conclude that, although social robots are useful for teaching language to children, evidence suggests that robots are not as effective as human teachers. However, this conclusion is not definitive because robots that tutor students in language have not been evaluated rigorously and technology is advancing rapidly. We suggest that CRI offers an opportunity for research and list possible directions for that work.
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    PublicationOpen Access
    Second language tutoring using social robots: a large-scale study
    (Institute of Electrical and Electronics Engineers (IEEE), 2019) Vogt, Paul; van den Berghe, Rianne; de Haas, Mirjam; Hoffman, Laura; Mamus, Ezgi; Montanier, Jean-Marc; Oudgenoeg-Paz, Ora; Garcia, Daniel Hernandez; Papadopoulos, Fotios; Schodde, Thorsten; Verhagen, Josje; Wallbridge, Christopher D.; Willemsen, Bram; de Wit, Jan; Belpaeme, Tony; Goksun, Tilbe; Kopp, Stefan; Krahmer, Emiel; Leseman, Paul; Pandey, Amit Kumar; Department of Psychology; Kanero, Junko; Oranç, Cansu; Küntay, Aylin C.; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities
    We present a large-scale study of a series of seven lessons designed to help young children learn english vocabulary as a foreign language using a social robot. The experiment was designed to investigate 1) the effectiveness of a social robot teaching children new words over the course of multiple interactions (supported by a tablet), 2) the added benefit of a robot's iconic gestures on word learning and retention, and 3) the effect of learning from a robot tutor accompanied by a tablet versus learning from a tablet application alone. For reasons of transparency, the research questions, hypotheses and methods were preregistered. With a sample size of 194 children, our study was statistically well-powered. Our findings demonstrate that children are able to acquire and retain English vocabulary words taught by a robot tutor to a similar extent as when they are taught by a tablet application. In addition, we found no beneficial effect of a robot's iconic gestures on learning gains.
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    PublicationOpen Access
    L2 vocabulary teaching by social robots: the role of gestures and on-screen cues as scaffolds
    (Frontiers, 2020) Department of Psychology; Lira, Özlem Ece Demir; Kanero, Junko; Oranç, Cansu; Koşkulu, Sümeyye; Franko, İdil; Göksun, Tilbe; Küntay, Aylin C.; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; N/A; N/A; N/A; N/A; 47278; 178879
    Social robots are receiving an ever-increasing interest in popular media and scientific literature. Yet, empirical evaluation of the educational use of social robots remains limited. In the current paper, we focus on how different scaffolds (co-speech hand gestures vs. visual cues presented on the screen) influence the effectiveness of a robot second language (L2) tutor. In two studies, Turkish-speaking 5-year-olds (n = 72) learned English measurement terms (e.g., big, wide) either from a robot or a human tutor. We asked whether (1) the robot tutor can be as effective as the human tutor when they follow the same protocol, (2) the scaffolds differ in how they support L2 vocabulary learning, and (3) the types of hand gestures affect the effectiveness of teaching. In all conditions, children learned new L2 words equally successfully from the robot tutor and the human tutor. However, the tutors were more effective when teaching was supported by the on-screen cues that directed children's attention to the referents of target words, compared to when the tutor performed co-speech hand gestures representing the target words (i.e., iconic gestures) or pointing at the referents (i.e., deictic gestures). The types of gestures did not significantly influence learning. These findings support the potential of social robots as a supplementary tool to help young children learn language but suggest that the specifics of implementation need to be carefully considered to maximize learning gains. Broader theoretical and practical issues regarding the use of educational robots are also discussed.
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    PublicationOpen Access
    Using a robot peer to encourage the production of spatial concepts in a second language
    (Association of Computing Machinery (ACM), 2018) Wallbridge, Christopher D.; van den Berghe, Rianne; Garcia, Daniel Hernandez; Lemaignan, Severin; Edmunds, Charlotte; Belpaeme, Tony; Department of Psychology; Kanero, Junko; Department of Psychology; Graduate School of Social Sciences and Humanities
    We conducted a study with 25 children to investigate the effectiveness of a robot measuring and encouraging production of spatial concepts in a second language compared to a human experimenter. Productive vocabulary is often not measured in second language learning, due to the difficulty of both learning and assessing productive learning gains. We hypothesized that a robot peer may help assessing productive vocabulary. Previous studies on foreign language learning have found that robots can help to reduce language anxiety, leading to improved results. In our study we found that a robot is able to reach a similar performance to the experimenter in getting children to produce, despite the person's advantages in social ability, and discuss the extent to which a robot may be suitable for this task.