The Physical Presence of a Robot Tutor Increases Cognitive Learning Gains

By Dan Leyzberg, Samuel Spaulding, Mariya Toneva, Brian Scassellati. Annual Meeting of the Cognitive Science Society, 2012

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The Robot Who Tried Too Hard: Social Behaviour of a Robot Tutor Can Negatively Affect Child Learning (2015, background): “showed that the physical presence of a robot makes a difference to the knowledge gain of adults in an educational puzzle game [14], and”
Empathy in Virtual Agents and Robots (2017, background): “We divide the review of agents evoking empathy into two section because the type of the agent’s embodiment can affect users’ perception and experience (Pereira et al. 2008; Bainbridge et al. 2011; Leyzberg et al. 2012).”
Improving social skills in children with ASD using a long-term, in-home social robot (2018, methodology): “Third, in tutoring interactions with both adults and typically developing children, physically embodied robots increase learning outcomes (24, 25), increase compliance to instructions (25), and increase user engagement during the interaction (26, 27) over screen-based agents.”
A Mass-Produced Sociable Humanoid Robot: Pepper: The First Machine of Its Kind (2018, background): “Studies have shown that a robot’s physical embodiment and tactile communication can make it a more engaging and effective interaction partner than an animated character [5], [20] and that a physical robot is a better support for human learning gains compared to voice or video [21].”
Social robots for education: A review (2018, background): “(C) Keepon robot tutoring an adult in a puzzle game (27).”