Engagement in longitudinal child-robot language learning interactions: Disentangling robot and task engagement

This study investigated a seven sessions interaction between peer-tutor robot and Dutch preschoolers (5 years old) during which the children learned English. We examined whether children’s engagement differed when interacting with tablet using iconic gestures, no gestures only tablet. Two types were annotated (task engagement) novel coding scheme based on an existing used in kindergartens. The findings revealed that task dropped over time all three conditions, consistent novelty effect. However, there differences different conditions for engagement. Interestingly, showed difference conditions. Children more engaged than without gestures. Finally, comparing word knowledge their engagement, we found both positively correlated retention.