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Telepresence robot helps children in communicating with teachers who speak a different language

Telepresence robot helps children in communicating with teachers who speak a different language Telepresence Robot Helps Children in Communicating with Teachers who Speak a Different Language Fumihide Tanaka The University of Tokyo 7-3-1 Hongo, Bunkyo-ku Tokyo 113-8656, Japan Toshimitsu Takahashi University of Tsukuba 1-1-1 Tennodai, Tsukuba-shi Ibaraki 305-8573, Japan Shizuko Matsuzoe University of Tsukuba 1-1-1 Tennodai, Tsukuba-shi Ibaraki 305-8573, Japan fumihide.tanaka@gmail.com 10432.t@gmail.com shi25tty@gmail.com Nao Tazawa Masahiko Morita University of Tsukuba 1-1-1 Tennodai, Tsukuba-shi Ibaraki 305-8573, Japan University of Tsukuba 1-1-1 Tennodai, Tsukuba-shi Ibaraki 305-8573, Japan s1320839@u.tsukuba.ac.jp mor@bcl.esys.tsukuba.ac.jp ABSTRACT This study reports the advantages of using a child-operated telepresence robot system for the purpose of remote education. Video conferencing is already common in educational settings, where a foreign language is taught by a native teacher from a remote location; however, there is a serious issue in that children tend to have difficulties or freeze when facing teachers who speak a different language over a monitor. We hypothesize that a child-operated telepresence robot that offers physical participation and operability will help to address this issue. To investigate this hypothesis, we conduct a field experiment with 52 participants (4­8 years old) in classroom environments, and the use of a telepresence robot system is compared with a baseline Skype condition. The results show the advantages http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png

Telepresence robot helps children in communicating with teachers who speak a different language

Association for Computing Machinery — Mar 3, 2014

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Datasource
Association for Computing Machinery
Copyright
Copyright © 2014 by ACM Inc.
ISBN
978-1-4503-2658-2
doi
10.1145/2559636.2559654
Publisher site
See Article on Publisher Site

Abstract

Telepresence Robot Helps Children in Communicating with Teachers who Speak a Different Language Fumihide Tanaka The University of Tokyo 7-3-1 Hongo, Bunkyo-ku Tokyo 113-8656, Japan Toshimitsu Takahashi University of Tsukuba 1-1-1 Tennodai, Tsukuba-shi Ibaraki 305-8573, Japan Shizuko Matsuzoe University of Tsukuba 1-1-1 Tennodai, Tsukuba-shi Ibaraki 305-8573, Japan fumihide.tanaka@gmail.com 10432.t@gmail.com shi25tty@gmail.com Nao Tazawa Masahiko Morita University of Tsukuba 1-1-1 Tennodai, Tsukuba-shi Ibaraki 305-8573, Japan University of Tsukuba 1-1-1 Tennodai, Tsukuba-shi Ibaraki 305-8573, Japan s1320839@u.tsukuba.ac.jp mor@bcl.esys.tsukuba.ac.jp ABSTRACT This study reports the advantages of using a child-operated telepresence robot system for the purpose of remote education. Video conferencing is already common in educational settings, where a foreign language is taught by a native teacher from a remote location; however, there is a serious issue in that children tend to have difficulties or freeze when facing teachers who speak a different language over a monitor. We hypothesize that a child-operated telepresence robot that offers physical participation and operability will help to address this issue. To investigate this hypothesis, we conduct a field experiment with 52 participants (4­8 years old) in classroom environments, and the use of a telepresence robot system is compared with a baseline Skype condition. The results show the advantages

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