ABSTRACT With advances in robot technology, interest in robotic e-learning systems has increased. In some laboratories, experiments are being conducted with humanoid robots as artificial tutors because of their likeness to humans, the rich possibilities of using this type of media, and the multimodal interaction capabilities of these robots. The robot-assisted learning system, a special type of e-learning system, aims to increase the learner's concentration, pleasure, and learning performance dramatically. However, very few empirical studies have examined the effect on learning performance of incorporating humanoid robot technology into e-learning systems or people's willingness to accept or adopt robot-assisted learning systems. In particular, human likeness, the essential characteristic of humanoid robots as compared with conventional e-learning systems, has not been discussed in a theoretical context. Hence, the purpose of this study is to propose a theoretical model to explain the process of adoption of robot-assisted learning systems. In the proposed model, human likeness is conceptualized as a combination of media richness, multimodal interaction capabilities, and para-social relationships; these factors are considered as possible determinants of the degree to which human cognition and affection are related to the adoption of robot-assisted learning systems.

中文翻译：

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人类相似性：影响机器人辅助学习系统采用的认知和情感因素

摘要 随着机器人技术的进步，人们对机器人电子学习系统的兴趣增加了。在一些实验室中，由于类人机器人与人类的相似性、使用此类媒体的丰富可能性以及这些机器人的多模态交互能力，因此正在使用类人机器人作为人工导师进行实验。机器人辅助学习系统是一种特殊类型的电子学习系统，旨在显着提高学习者的注意力、乐趣和学习成绩。然而，很少有实证研究检验将仿人机器人技术纳入电子学习系统对学习性能的影响，或人们接受或采用机器人辅助学习系统的意愿。尤其是人性，与传统的电子学习系统相比，类人机器人的基本特征尚未在理论背景下进行讨论。因此，本研究的目的是提出一个理论模型来解释机器人辅助学习系统的采用过程。在提议的模型中，人类的相似性被概念化为媒体丰富性、多模式交互能力和准社会关系的组合；这些因素被认为是人类认知和情感与采用机器人辅助学习系统相关程度的可能决定因素。人类形象被概念化为媒体丰富性、多模式交互能力和准社会关系的组合；这些因素被认为是人类认知和情感与采用机器人辅助学习系统相关程度的可能决定因素。人类形象被概念化为媒体丰富性、多模式交互能力和准社会关系的组合；这些因素被认为是人类认知和情感与采用机器人辅助学习系统相关程度的可能决定因素。