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.

中文翻译：

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机器人问题支持系统，可减少对演讲中面对面问题的犹豫

鼓励学生在课堂上积极提出问题是一项艰巨的挑战，可以通过创新地利用信息技术来解决。我们开发了一种机器人系统，该系统可让学生在课堂上共同决定拟人机器人要问的问题。为了验证系统是否减少了演讲过程中的犹豫，将62名大学生分为两组，每人参加了两次有关诺贝尔物理学奖的模拟演讲。在采用和不采用建议的系统的情况下，以平衡的顺序进行了两次讲座。结果表明，通常在演讲过程中不愿提出问题的学生在可以使用建议的系统时，不再面对面询问问题。而且，使用该系统时，讲座的活动感增强。多元回归分析表明，某些学生的行为，特别是发推文并表明同意其他人的问题，与感知活动的增加有关。