The Impact of Storytelling Social Robots on Young ESL Learners’ Engagement, Attention, and Perception (Poster 39)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Student Emotions, Motivation, and Teacher-Student Dynamics

Abstract

Innovative teaching aids are necessary to provide equitable learning opportunities for L2 learners from diverse backgrounds. This study investigates the effectiveness of a social robot equipped with storytelling functions, compared to traditional tablet and human conditions. In three conditions, seventy-seven young ESL learners were assessed on their perception, attention, and engagement during the storytelling activities. Findings revealed that both the social robot and human conditions significantly outperformed the tablet in engaging learners. Marginal differences in attention were noted, with higher levels in robot and human conditions. Notably, the social robot uniquely maintained and enhanced engagement over time. These findings highlight the potential of social robots in creating interactive and engaging learning environments for young ESL learners.

Authors

• Mengying Ma, The Education University of Hong Kong

• Sheung-Ting Law, The Education University of Hong Kong

• Siu Sze Yeung, The Education University of Hong Kong