Abstract Research shows promising results of educational robots in language and STEM tasks. In language, more research is available, occasionally in view of individual differences in pupils’ educational ability levels, and learning seems to improve with more expressive robot behaviors. In STEM, variations in robots’ behaviors have been examined with inconclusive results and never while systematically investigating how differences in educational abilities match with different robot behaviors. We applied an autonomously tutoring robot (without tablet, partly WOz) in a 2 × 2 experiment of social vs. neutral behavior in above-average vs. below-average schoolchildren (N = 86; age 8–10 years) while rehearsing the multiplication tables on a one-to-one basis. The standard school test showed that on average, pupils significantly improved their performance even after 3 occasions of 5-min exercises. Beyond-average pupils profited most from a robot tutor, whereas those below average in multiplication benefited more from a robot that showed neutral rather than more social behavior.

中文翻译：

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机器人家教与学生教育能力：教课表

摘要 研究表明，教育机器人在语言和 STEM 任务中取得了可喜的成果。在语言方面，有更多的研究可用，偶尔考虑到学生教育能力水平的个体差异，学习似乎随着更具表现力的机器人行为而提高。在 STEM 中，对机器人行为的变化进行了检查，但结果尚无定论，而且从未系统地研究教育能力的差异如何与不同的机器人行为相匹配。我们在排练乘法的同时，在高于平均水平与低于平均水平的学童（N = 86；年龄 8-10 岁）的社会与中性行为的 2 × 2 实验中应用了自主辅导机器人（无平板电脑，部分 WOz）一对一的表。标准的学校测试表明，平均而言，即使经过 3 次 5 分钟的练习，学生们的表现也有显着提高。超出平均水平的学生从机器人导师那里获益最多，而那些在乘法方面低于平均水平的学生从表现出中性而不是更多社交行为的机器人中受益更多。