Robotic question support system to reduce hesitation for face-to-face questions in lectures

Shimaya, Jiro; Yoshikawa, Yuichiro; Ogawa, Kohei et al.

Journal of Computer Assisted Learning, 2021, 37(3), 621-631

Number of Access:599（2025-08-14 05:02 Counts）

Identifier to cite or link to this item: https://hdl.handle.net/11094/78299

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Title
Robotic question support system to reduce hesitation for face-to-face questions in lectures
Creator
CreatorName
Shimaya, Jiro
NRID
1000060418530 1000060418530
researchmap permalink
yuichiroyoshikawa yuichiroyoshikawa
Scopus Author ID
7201413552 7201413552
CreatorName
Yoshikawa, Yuichiro
NRID
1000010586027 1000010586027
CreatorName
Ogawa, Kohei
NRID
1000010232282 1000010232282
researchmap permalink
read0013747 read0013747
Scopus Author ID
26643316500 26643316500
ORCID
0000-0002-0805-7648 0000-0002-0805-7648
CreatorName
Ishiguro, Hiroshi
Subject
audience response system
education technology
human–robot interaction
lecture participation support
question support system
Description
This is the peer reviewed version of the following article: Shimaya, J, Yoshikawa, Y, Ogawa, K, Ishiguro, H. Robotic question support system to reduce hesitation for face‐to‐face questions in lectures. J Comput Assist Learn. 2021; 1– 11. https://doi.org/10.1111/jcal.12511, which has been published in final form at https://doi.org/10.1111/jcal.12511. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
Abstract
Encouraging students to actively ask questions during lectures is a formidable challenge that can be addressed through innovative use of information technology. We developed a robotic system that allows students in a lecture to collaboratively decide questions to be asked by a humanoid robot. To verify whether the system reduces hesitation to ask questions during lectures, 62 university students were divided into two groups, and each attended two different mock lectures on the Nobel Prize in Physics. Two lectures were conducted with and without the proposed system in counterbalanced order. Results suggested that students who were usually hesitant to ask questions during lectures became less hesitant to ask questions face-to-face when they could use the proposed system. Moreover, the perceived activeness in the lectures increased when using the system. Multiple regression analyses revealed that certain student actions, particularly tweeting and showing agreement with the questions posted by others, were correlated with an increase in perceived activeness.
Publisher
Blackwell Publishing Ltd
Source Title
Journal of Computer Assisted Learning
Volume (Issue)
37(3)
Page
621-631
Date of Issued
2021-06
Language
English
Handle URL
https://hdl.handle.net/11094/78299
PISSN
02664909
eISSN
13652729
NCID
AA11627191
Relation.isVersionOf
DOI (Publisher Version)
https://doi.org/10.1111/jcal.12511
Access Rights
open access
oaire:version
Accepted Manuscript
Category
学術雑誌論文 Journal Article