| Sumario: | 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. Lay Description: What is already known about this topic: In‐class student passivity is a widespread problem at many schools.Information and robot technologies have focused on addressing student passivity.Existing audience response systems are supportive but with limited degrees of freedom.It is unclear how these systems can encourage face‐to‐face student interactions. What this paper adds: We developed a system for in‐class students to ask questions collaboratively via a humanoid robot.Japanese undergraduates attended two experimental mock lectures with and without the proposed system.Hesitant students felt less hesitation asking questions face‐to‐face in the class with our system. The implications of study findings for practitioners: Significant effects of the robotic system on lecture participation are shown.In particular, it can encourage hesitant students to actively participate in class.Lecturer–student supported communication expected to promote experiences without it.Experiments in real educational settings are recommended to verify system usefulness.
|
|---|