Effect of Virtual Social Robots on Improving Students’ Cognitive Performance on a Vigilance Assignment

Meghdari, A.; Alemi, M.; Rezaie Zareie, S.

doi:10.22061/tej.2017.685

Document Type : Original Research Paper

Authors

¹ Social & Cognitive Robotics Laboratory, Sharif University of Technology, Tehran, Iran

² Islamic Azad University, West-Tehran Branch, Tehran, Iran

³ Social & Cognitive Robotics Laboratory Sharif University of Technology, Tehran, Iran

https://doi.org/10.22061/tej.2017.685

Abstract

Instruction has been the most important way of transferring knowledge. Education efficiency is dependent on many different parameters such as education scenario (game scenario designed based on winning strategy), environment condition, the method of interaction with students, etc. Teachers during the history have employed many tools like blackboard, books, and educational videos to achieve this goal. Scientists have always tried to design and develop modern and more efficient tools for teachers. Along with the development of technology and advancement of robotics, employing such social virtual robots as an efficient tool for teaching have been proposed. The aim of this paper is to study the effects of using virtual social robots on students' cognition process through a smart approach and a qualitative comparison of the results with conventional methods. Based on the results obtained from different experiments, one may consider this method as a novel approach in education.

Keywords

20.1001.1.20080441.1396.11.3.7.8

Main Subjects

Educational Robotics

References

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Technology of Education Journal (TEJ)

Effect of Virtual Social Robots on Improving Students’ Cognitive Performance on a Vigilance Assignment

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Volume 11, Issue 3 - Serial Number 43
July 2017
Pages 271-283

Effect of Virtual Social Robots on Improving Students’ Cognitive Performance on a Vigilance Assignment

References

References

Send comment about this article

Volume 11, Issue 3 - Serial Number 43July 2017Pages 271-283

Volume 11, Issue 3 - Serial Number 43
July 2017
Pages 271-283