Enhancing learning scenarios with social robots, as well as gamification elements, has been shown to positively influence motivation, engagement, or even both. However, they have not been combined in a learning environment. For this contribution, we created a learning environment for students in higher education and implemented additions (social robot and gamification) based on guidelines for gamification in learning scenarios, and research on pedagogical agents. Using a 2x2 design for systematic investigation of gamification elements and social robots, we tested the impact of our learning environment on motivation and engagement across four conditions: with a social robot, gamification elements, both or neither. We found no significant increase in engagement or motivation when adding gamification elements or the social robot. Quite contrary to our expectations, we found an interaction effect when combining both additions, showing lower engagement. Based on our results and former research, we discuss possible reasons for this finding and potential improvements for future research.

事实证明，使用社交机器人以及游戏化元素来增强学习情景可以对动机，参与度甚至两者产生积极影响。但是，它们尚未在学习环境中结合在一起。为此，我们为高等教育中的学生创造了一个学习环境，并根据学习场景中的游戏化指南和教学代理人的研究，实施了附加功能（社交机器人和游戏化）。我们使用2x2设计对游戏化元素和社交机器人进行系统调查，我们测试了学习环境在以下四个条件下对动机和参与的影响：社交机器人，游戏化元素，或者两者都不是。我们发现添加游戏化元素或社交机器人时，参与度或动机没有明显增加。与我们的预期完全相反，我们发现将两个添加项组合使用时会产生交互作用，从而降低了参与度。根据我们的结果和以前的研究，我们讨论了此发现的可能原因以及未来研究的潜在改进。