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The goal is to evaluate two ways for a robot to provide scaffolding for students: the use of iconic gestures, combined with adaptively choosing the next learning task based on the child’s past performance. The results show a positive effect on long-term memorization of novel words, and an overall higher level of engagement during the learning activities when gestures are used. The adaptive tutoring strategy reduces the extent to which the level of engagement is diminishing during the later part of the interaction.  \nKEYWORDS  \nLanguage tutoring; Robotics; Education; Human-Robot Interaction; Bayesian Knowledge Tracing; Non-verbal communication  \nACM Reference Format:  \nJan de Wit, Thorsten Schodde, Bram Willemsen, Kirsten Bergmann, Mirjam de Haas, Stefan Kopp, Emiel Krahmer, and Paul Vogt. 2018. The Effect of a Robot’s Gestures and Adaptive Tutoring on Children’s Acquisition of Second Language Vocabularies. In HRI ’18: 2018 ACM/IEEE International Conference on Human-Robot Interaction, March 5–8, 2018, Chicago, IL, USA. ACM, New York, NY, USA, 9 pages. [https://doi.org/10.1145/3171221.3171277](https://doi.org/10.1145/3171221.3171277)  \n1 INTRODUCTION  \nRobots show great potential in the field of education [24]. Embodied agents in the form of humanoid robots, in particular, may deliver  \nPermission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission [and/or a fee. Request permissions from permissions@acm.org](and/or a fee. Request permissions from permissions@acm.org).  \nHRI’18, March 5–8, 2018, Chicago, IL, USA  \n© 2018 Copyright held by the owner/author(s) . Publication rights licensed to Association for Computing Machinery.  \nACM ISBN 978-1-4503-4953-6/18/03. . . $15.00 [https://doi.org/10.1145/3171221.3171277](https://doi.org/10.1145/3171221.3171277)  \neducational content for various subjects in ways similar to human tutors. The main advantage of using such a robot compared to traditional learning tools is its physical presence in the referential world of the learner [20] . The human-like appearance and presence in the physical environment may facilitate interactions that are, to some extent, similar to the ways in which human teachers would communicate with their students. Care should be taken, however, to design for the correct amount of social behavior, so as to avoid distracting students from the task at hand [16] .  \nWhen designing such interactions, we can draw upon ways in which human teachers give contingent support to students in t","cbCaitA0NI73rE4L","https://ap.wps.com/l/cbCaitA0NI73rE4L","pdf",2454580,"English","# Abstract\n# Introduction\n## Educational potential of robots\n## Scaffolding and adaptive task selection\n## Gestures in language learning\n## Study goals","[{\"question\":\"What two robot tutoring strategies are evaluated in the study?\",\"answer\":\"The study evaluates iconic co-speech gestures and an adaptive tutoring method that chooses the next task based on the child’s past performance.\"},{\"question\":\"How does the robot’s gesturing affect children’s learning and engagement?\",\"answer\":\"Gestures show a positive effect on long-term memorization of new words and increase overall engagement during learning activities.\"},{\"question\":\"What is the role of adaptive tutoring in the interaction?\",\"answer\":\"Adaptive tutoring helps maintain engagement by reducing how much engagement diminishes during later parts of the interaction.\"}]","The Effect of a Robot’s Gestures and Adaptive Tutoring on Children’s Acquisition of Second Language Vocabularies - read | PDF",23]