Effects of Different Demographics when Evaluating Interactive Robot-Empowered Language Learning in Human-Robot Interaction

Abstract

The previous work developed a language learning system with human-like robots utilizing self-determination theory (SDT) to enhance student’ learning engagement and proficiency. Initial evaluations indicated that typical students encountered stimulated interest and efficacy with the robot. To test the consistency of these findings, we conducted a replication study using the same system, robot, and tasks but with students with dyslexia. Through questionnaires, observations, and proficiency tests, the results confirmed that the interactive robot also improved learning motivation and performance in those with dyslexia, with the same system, robot, and tasks.