Motivational Gestures in Robot-Assisted Language Learning: A Study of Cognitive Engagement using EEG Brain Activity

Abstract

Social robots have been shown effective in pedagogical settings due to their embodiment and social behavior that can improve a learner’s motivation and engagement. In this study, the impact of a social robot’s motivational gestures in robot-assisted language learning (RALL) was investigated. Twenty-five university students participated in a language learning task tutored by a NAO robot under two conditions (within-subjects design); in one condition the robot provided positive and negative feedback on participant’s performance using both verbal and non-verbal behavior (Gesture condition), in another condition the robot only employed verbal feedback (No-Gesture condition). To assess cognitive engagement and learning in each condition, we collected EEG brain activity from the participants during the interaction and evaluated their word knowledge during an immediate and delayed post-test. No significant difference was found with respect to cognitive engagement as quantified by the EEG Engagement Index during the practice phase. Similarly, the word test results indicated an overall high performance in both conditions, suggesting similar learning gain regardless of the robot’s gestures. These findings do not provide evidence in favor of robot’s motivational gestures during language learning tasks but at the same time indicate challenges with respect to the design of effective social behavior for pedagogical robots.