When Even a Robot Tutor Zooms: A Study of Embodiment, Attitudes, and Impressions.

This study used an online second language (L2) vocabulary lesson to evaluate whether the physical body (i.e., embodiment) of a robot tutor has an impact on how the learner learns from the robot. In addition, we tested how individual differences in attitudes toward robots, first impressions of the robot, anxiety in learning L2, and personality traits may be related to L2 vocabulary learning. One hundred Turkish-speaking young adults were taught eight English words in a one-on-one Zoom session either with a NAO robot tutor (N = 50) or with a voice-only tutor (N = 50). The findings showed that participants learned the vocabulary equally well from the robot and voice tutors, indicating that the physical embodiment of the robot did not change learning gains in a short vocabulary lesson. Further, negative attitudes toward robots had negative effects on learning for participants in the robot tutor condition, but first impressions did not predict vocabulary learning in either of the two conditions. L2 anxiety, on the other hand, negatively predicted learning outcomes in both conditions. We also report that attitudes toward robots and the impressions of the robot tutor remained unchanged before and after the lesson. As one of the first to examine the effectiveness of robots as an online lecturer, this study presents an example of comparable learning outcomes regardless of physical embodiment.

Guidelines for Designing Social Robots as Second Language Tutors.

In recent years, it has been suggested that social robots have potential as tutors and educators for both children and adults. While robots have been shown to be effective in teaching knowledge and skill-based topics, we wish to explore how social robots can be used to tutor a second language to young children. As language learning relies on situated, grounded and social learning, in which interaction and repeated practice are central, social robots hold promise as educational tools for supporting second language learning. This paper surveys the developmental psychology of second language learning and suggests an agenda to study how core concepts of second language learning can be taught by a social robot. It suggests guidelines for designing robot tutors based on observations of second language learning in human-human scenarios, various technical aspects and early studies regarding the effectiveness of social robots as second language tutors.

Your kid could not have done that: even untutored observers can discern intentionality and structure in abstract expressionist art.

Can people with no special knowledge about art detect the skill, intentionality, and expressed meanings in non-representational art? Hawley-Dolan and Winner (2011) showed participants without training in art images of abstract expressionist paintings paired with superficially similar works by children or animals and asked them which they preferred and which was a better work of art. Participants selected the works by artists in response to both questions at a rate above chance. In Study 1, we used the same image pairs but asked a more direct question: which painting is by the artist rather than the child or animal? Individuals with no familiarity with abstract expressionism correctly identified the artists' works at a rate significantly above chance. In Study 2 participants saw each image singly and were asked whether it was by an artist or a child or animal. Participants unfamiliar with abstract expressionism again correctly identified the source of the works at a rate above chance. Study 3 demonstrated that this discrimination is made on the basis of perceived intentionality and perceived structure. People see more than they think they do in abstract art. These findings tell us something about the nature of non-figurative art. They also tell us something about the human tendency to ferret out intentionality.