A Survey of Robot-Assisted Language Learning (RALL) <s> Engagement <s> Human-Robot Interaction (HRI), based on already well-researched Human-Computer Interaction (HCI), has been under vigorous scrutiny since recent developments in robot technology. Robots may be more successful in establishing common ground in project-based education or foreign language learning for children than in traditional media. Backed by its strong IT environment and advances in robot technology, Korea has developed the world's first available e-Learning home robot. This has demonstrated the potential for robots to be used as a new educational media - robot-learning, referred to as 'r-Learning'. Robot technology is expected to become more interactive and user-friendly than computers. Also, robots can exhibit various forms of communication such as gestures, motions and facial expressions. This study compared the effects of non-computer based (NCB) media (using a book with audiotape) and Web-Based Instruction (WBI), with the effects of Home Robot-Assisted Learning (HRL) for children. The robot gestured and spoke in English, and children could touch its monitor if it did not recognize their voice command. Compared to other learning programs, the HRL was superior in promoting and improving children's concentration, interest, and academic achievement. In addition, the children felt that a home robot was friendlier than other types of instructional media. The HRL group had longer concentration spans than the other groups, and the p-value demonstrated a significant difference in concentration among the groups. In regard to the children's interest in learning, the HRL group showed the highest level of interest, the NCB group and the WBI group came next in order. Also, academic achievement was the highest in the HRL group, followed by the WBI group and the NCB group respectively. However, a significant difference was also found in the children's academic achievement among the groups. These results suggest that home robots are more effective as regards children's learning concentration, learning interest and academic achievement than other types of instructional media (such as: books with audiotape and WBI) for English as a foreign language. <s> BIB001 </s> A Survey of Robot-Assisted Language Learning (RALL) <s> Engagement <s> This research explores feasibility of using intellectual robots as a language instruction tool for young children. Since the intellectual robots have several sensors which can recognize status of the other parties, it can perform various bi-directional interaction strategies. This study verified how such bi-directional interaction using intellectual robots affects the improvement of linguistic ability. The subjects were 34 4-year-old children, 17 of whom were in the traditional media-assisted reading program, and 17 of whom were in the Robot-assisted reading program. The results indicated that the children in the robot-assisted groups improved significantly compared with media-assisted groups in linguistic ability (story making, understanding, word recognition, PPVT (Peabody Picture Vocabulary Test)). Furthermore, the benefits and limitations of using Intelligent Robot in linguistic education are discussed. <s> BIB002 </s> A Survey of Robot-Assisted Language Learning (RALL) <s> Engagement <s> The main aim of the modern popular teaching method of authentic learning has been to provide students with everyday-life challenges that develop knowledge and skills through problem solving in different situations. Many emerging information technologies have been used to present authentic environment in pedagogical purpose. However, there are few studies that have been discussed the sense of authenticity and characters in scene and how students interact with the characters involved in the task. We designed a system, RoboStage, with authentic scenes by using mixed-reality technology and robot to investigate the difference in learning with either physical or virtual characters and learning behaviors and performance through the system. Robots were designed to play real interactive characters in the task. The experiment of the study conducted with 36 junior high students. The results indicated that RoboStage significantly improved the sense of authenticity of the task and also positively affected learning motivation. Learning performance was conditionally affected by RoboStage. <s> BIB003 </s> A Survey of Robot-Assisted Language Learning (RALL) <s> Engagement <s> This paper reports the research outcome of a JST PRESTO project “Linking children across the world through telerobotics (2009-2013).” The project explored the use of child-operated telepresence robot systems for the purpose of facilitating international communication between distant classrooms. In particular, it was revealed that young children who could not communicate well with speakers of different languages over conventional video conference services could establish and maintain communication using the telepresence robot system developed by this project. Together with a control experiment to clarify its effectiveness, an international field trial that connected remote classrooms between Australia and Japan was conducted. <s> BIB004 </s> A Survey of Robot-Assisted Language Learning (RALL) <s> Engagement <s> With concern of robotics application in educational field, robot assisted language learning (RALL) has become of interest to second language learning researchers. This study aims to examine the effect of RALL compared to existing computer assisted language learning (CALL) on students' affective states and engagement towards English conversation class. For the field study, non-equivalent-groups quasi-experiment was employed with 66 Korean middle school students between CALL class and RALL class. The result revealed that there was marginally significant difference in the motivation; there was significant difference both in the participation and in the satisfaction between implementing robot and using computer in English conversation class. This result corresponds both with previous theoretical studies in SLA and with empirical studies in HRI. This study suggests that robot acts as a facilitator in language conversation class. <s> BIB005 </s> A Survey of Robot-Assisted Language Learning (RALL) <s> Engagement <s> This thesis investigates the effect on having a physical robot present to take the role of a teacher or exercise partner in a language learning exercise. In order to investigate this, an applicatio ... <s> BIB006
Significant improvements in students' task engagement have been repeatedly reported in RALL. Students exhibit more concentration than when using computers, audio, books, or virtual agents BIB003 BIB001 BIB005 BIB004 BIB006 . Using a disembodied voice and a virtual robot as controls, Wedenborn found that adult learners reported significantly more engagement when learning with the physical robot BIB006 . It has also been reported that young children voluntarily spend more time learning with robots compared to other technology BIB002 . Increased engagement even seems to occur when the students are the ones operating the robot. Tanaka et al. observed that students using a telepresence robot during a language lesson responded to the teacher more than when they used Skype BIB004 .