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A Toy or a Friend? Children's Anthropomorphic Beliefs about Robots and How These Relate to Second-Language Word Learning
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van den Berghe, Rianne; de Haas, Mirjam; Oudgenoeg-Paz, Ora; Krahmer, Emiel; Verhagen, Josje; Vogt, Paul; Willemsen, Bram; de Wit, Jan; Leseman, Paul – Journal of Computer Assisted Learning, 2021
This study investigates the degree to which children anthropomorphize a robot tutor and whether this anthropomorphism relates to their vocabulary learning in a second-language (L2) tutoring intervention. With this aim, an anthropomorphism questionnaire was administered to 5-year-old children (N = 104) twice: prior to and following a seven-session…
Descriptors: Young Children, Robotics, Vocabulary Development, Teaching Methods
Teaching Turkish-Dutch Kindergartners Dutch Vocabulary with a Social Robot: Does the Robot's Use of Turkish Translations Benefit Children's Dutch Vocabulary Learning?
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Leeuwestein, Hanneke; Barking, Marie; Sodaci, Hande; Oudgenoeg-Paz, Ora; Verhagen, Josje; Vogt, Paul; Aarts, Rian; Spit, Sybren; de Haas, Mirjam; de Wit, Jan; Leseman, Paul – Journal of Computer Assisted Learning, 2021
Providing first language (L1) translations in L2 vocabulary interventions may be beneficial for L2 vocabulary learning. However, in linguistically diverse L2 classrooms, teachers cannot provide L1 translations to all children. Social robots do offer such opportunities, as they can be programmed to speak any combination of languages. This study…
Descriptors: Native Language, Translation, Second Language Learning, Vocabulary Development