How adaptive social robots influence cognitive, emotional, and self-regulated learning.

ABSTRACT: As educational environments become more diverse, adaptive technologies like social robots hold promise for providing individual support to learners. This study investigated the role of adaptive teaching of a robot on students' learning outcomes, emotions, and self-regulated learning (SRL). A total of 120 participants (aged 18-60 years, M_age = 30.25, SD_age = 10.06, 64.3% female) engaged in an interactive vocabulary learning task with varying guidance levels by the robot. Control conditions included fixed guidance, offering either simple guidance with no hints (condition 1) or enhanced guidance, constantly adding hints (condition 2). In the adaptive conditions, the robot adjusted the number of hints based on learners' recent performance and enjoyment (condition 3) or ad

SUBMITTER: Ackermann H 

PROVIDER: S-EPMC11850589 | biostudies-literature | 2025 Feb

REPOSITORIES: biostudies-literature