Parents’ Views on Using Social Robots for Language Learning

Abstract

Research in human-robot interaction envisions applications in a variety of areas. In one of them, robots can be used to improve educational performance. However, most scientific investigations focus on learning outcomes without considering the social implications of a robot available as a learning companion. Therefore, the identification of the underlying challenges and issues faced by different stakeholders involved in the technology implementation processes is still sparse. This paper is concerned with parents as a key stakeholder group that is almost overlooked in the existing literature. We present results of a study on child-robot interaction for language learning, in which parents accompanied their children and evaluated the robot after four sessions of experiencing it within a laboratory setting. The results suggest that parents recognize the robots' potential for language learning within a playful interaction with their children. However, as parents reported, the technical challenges for an adaptive and smooth interaction might impede children's learning gains in the long-term.