Integration of Robot-supported Tutoring in Higher Education - An Empirically Based Concept

摘要

Learning in higher education comes with several challenges, particularly for freshmen since it requires a high degree of autonomous and self-motivated learning. Technology-supported learning already aims to address these challenges but often lacks the social component of learning. Pedagogical agents, particularly social robots can provide personalized tutoring as well as social interaction but are currently not widespread and still seen as a futuristic technology. This contribution presents a concept for applying robot-supported tutoring in higher education. The social robot is used as a tutor in a one-to-one tutoring scenario, which can be directly integrated into university courses. Our approach was intensively evaluated in the field under real conditions and gradually optimized in a total of seven studies. The robot-assisted tutoring has been highly accepted by students and participation reveals cognitive and affective benefits. The concept is not subject-specific and can be transferred to different courses. Finally, we provide guidance on how to integrate robot-supported tutoring into university classes.