Are tutor robots for everyone? The influence of attitudes, anxiety, and personality on robot-led language learning

Name: Are tutor robots for everyone? The influence of attitudes, anxiety, and personality on robot-led language learning
Author: Junko, K., Oranç, C., Koşkulu, S., Kumkale, Gökçe Tarcan, Göksun, T., Kuntay, A. C.

İsim	Are tutor robots for everyone? The influence of attitudes, anxiety, and personality on robot-led language learning
Yazar	Junko, K., Oranç, C., Koşkulu, S., Kumkale, Gökçe Tarcan, Göksun, T., Kuntay, A. C.
Basım Tarihi:	2022-03
Basım Yeri	- Springer
Konu	Anxiety, Attitudes, Human–robot interaction (HRI), Personality, Second language learning
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1875-4791
Kayıt Numarası	83a0cdce-9ddd-4bba-ab98-39973c7acd54
Lokasyon	Psychology
Tarih	2022-03
Notlar	European Union’s Horizon 2020
Örnek Metin	Do some individuals benefit more from social robots than others? Using a second language (L2) vocabulary lesson as an example, this study examined how individual differences in attitudes toward robots, anxiety in learning L2, and personality traits may be related to the learning outcomes. One hundred and two native Turkish-speaking adults were taught eight English words in a one-on-one lesson either with the NAO robot (N = 51) or with a human tutor (N = 51). The results in both production and receptive language tests indicated that, following the same protocol, the two tutors are fairly comparable in teaching L2 vocabulary. Negative attitudes toward robots and anxiety in L2 learning impeded participants from learning vocabulary in the robot tutor condition whereas the personality trait of extroversion negatively predicted vocabulary learning in the human tutor condition. This study is among the first to demonstrate how individual differences can affect learning outcomes in robot-led sessions and how general attitudes toward a type of device may affect the ways humans learn using the device.
DOI	10.1007/s12369-021-00789-3
Cilt	14

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Are tutor robots for everyone? The influence of attitudes, anxiety, and personality on robot-led language learning

Yazar Junko, K., Oranç, C., Koşkulu, S., Kumkale, Gökçe Tarcan, Göksun, T., Kuntay, A. C.

Basım Tarihi 2022-03

Basım Yeri - Springer

Konu Anxiety, Attitudes, Human–robot interaction (HRI), Personality, Second language learning

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1875-4791

Kayıt Numarası 83a0cdce-9ddd-4bba-ab98-39973c7acd54

Lokasyon Psychology

Tarih 2022-03

Notlar European Union’s Horizon 2020

Örnek Metin Do some individuals benefit more from social robots than others? Using a second language (L2) vocabulary lesson as an example, this study examined how individual differences in attitudes toward robots, anxiety in learning L2, and personality traits may be related to the learning outcomes. One hundred and two native Turkish-speaking adults were taught eight English words in a one-on-one lesson either with the NAO robot (N = 51) or with a human tutor (N = 51). The results in both production and receptive language tests indicated that, following the same protocol, the two tutors are fairly comparable in teaching L2 vocabulary. Negative attitudes toward robots and anxiety in L2 learning impeded participants from learning vocabulary in the robot tutor condition whereas the personality trait of extroversion negatively predicted vocabulary learning in the human tutor condition. This study is among the first to demonstrate how individual differences can affect learning outcomes in robot-led sessions and how general attitudes toward a type of device may affect the ways humans learn using the device.

DOI 10.1007/s12369-021-00789-3

Cilt 14