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Social Robots for Early Language Learning: Current Evidence and Future Directions
Author(s) -
Kanero Junko,
Geçkin Vasfiye,
Oranç Cansu,
Mamus Ezgi,
Küntay Aylin C.,
Göksun Tilbe
Publication year - 2018
Publication title -
child development perspectives
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3
H-Index - 71
eISSN - 1750-8606
pISSN - 1750-8592
DOI - 10.1111/cdep.12277
Subject(s) - robot , vocabulary , psychology , language acquisition , computer science , developmental psychology , artificial intelligence , mathematics education , linguistics , philosophy
In this article, we review research on child–robot interaction ( CRI ) to discuss how social robots can be used to scaffold language learning in young children. First we provide reasons why robots can be useful for teaching first and second languages to children. Then we review studies on CRI that used robots to help children learn vocabulary and produce language. The studies vary in first and second languages and demographics of the learners (typically developing children and children with hearing and communication impairments). We conclude that, although social robots are useful for teaching language to children, evidence suggests that robots are not as effective as human teachers. However, this conclusion is not definitive because robots that tutor students in language have not been evaluated rigorously and technology is advancing rapidly. We suggest that CRI offers an opportunity for research and list possible directions for that work.