This paper describes a longitudinal study in which children could interact unsupervised and at their own initiative with a fully autonomous computer aided learning (CAL) system situated in their classroom. The focus of this study was to investigate how the mindset of children is affected when delivering effort-related praise through a social robot. We deployed two versions: a CAL system that delivered praise through headphones only, and an otherwise identical CAL system that was extended with a social robot to deliver the praise. A total of 44 children interacted repeatedly with the CAL system in two consecutive learning tasks over the course of approximately four months. Overall, the results show that the participating children experienced a significant change in mindset. The effort-related praise that was delivered by a social robot seemed to have had a positive effect on children’s mindset, compared to the regular CAL system where we did not see a significant effect.

本文介绍了一项纵向研究，其中孩子们可以在教室内的完全自主的计算机辅助学习（CAL）系统的引导下，在无监督的情况下进行互动。这项研究的重点是调查通过社交机器人传递与努力相关的赞美感时，儿童的心态如何受到影响。我们部署了两个版本：一个仅通过耳机传递赞美的CAL系统，另一个是通过社交机器人扩展以提供赞美的完全相同的CAL系统。在大约四个月的过程中，共有44个孩子在两个连续的学习任务中与CAL系统进行了反复交互。总体而言，结果表明参与活动的孩子的心态发生了重大变化。