Higher Nonverbal Immediacy Leads to Greater Learning Gains in Child-Robot Tutoring Interactions.
James KennedyPaul BaxterEmmanuel SenftTony BelpaemePublished in: ICSR (2015)
Keyphrases
- learning gains
- significantly higher
- learning outcomes
- tutoring system
- peer tutoring
- student learning
- grade students
- pilot study
- control group
- virtual environment
- experimental conditions
- social interaction
- intelligent tutoring systems
- computer mediated communication
- human tutoring
- human tutors
- individual differences
- young children
- statistically significant
- human computer interaction