some light reading on technology and robots as tutors

  • Bartneck, C., Kuli, D., Croft, E., & Zoghbi, S. (2008). Measurement Instruments for the Anthropomorphism, Animacy, Likeability, Perceived Intelligence, and Perceived Safety of Robots. International Journal of Social Robotics, 1(1), 71-81.
  • Burgard, W., Cremers, A. B., Fox, D., & Hähnel, D. (1998). The interactive museum tour-guide robot. Aaai/Iaai.
  • Castellano, G., Paiva, A., Kappas, A., Aylett, R., Hastie, H., Barendregt, W., et al. (2013). Towards Empathic Virtual and Robotic Tutors. In Artificial Intelligence in Education (Vol. 7926, pp. 733-736). Berlin, Heidelberg: Springer Berlin Heidelberg.
  • Corrigan, L. J., Peters, C., & Castellano, G. (2013). Identifying Task Engagement: Towards Personalised Interactions with Educational Robots. 2013 Humaine Association Conference on Affective Computing and Intelligent Interaction (ACII), 655-658.
  • Dautenhahn, K. (2007). Socially intelligent robots: dimensions of human-robot interaction. Philosophical Transactions of the Royal Society of London B: Biological Sciences, 362(1480), 679-704.
  • Ganeshan, K. (2007). Teaching Robots: Robot-Lecturers and Remote Presence (Vol. 2007, pp. 252-260).
  • Gockley, R., Bruce, A., Forlizzi, J., Michalowski, M., Mundell, A., Rosenthal, S., et al. (2005). Designing robots for long-term social interaction. " On Intelligent Robots “, 1338-1343.
  • Han, J. (2010). Robot-aided learning and r-learning services.
  • Han, J., Hyun, E., Kim, M., Cho, H., Kanda, T., & Nomura, T. (2009). The Cross-cultural Acceptance of Tutoring Robots with Augmented Reality Services. Jdcta.
  • Harteveld, C., & Sutherland, S. C. (2015). The Goal of Scoring: Exploring the Role of Game Performance in Educational Games. the 33rd Annual ACM Conference (pp. 2235-2244). New York, New York, USA: ACM.
  • Howley, I., Kanda, T., Hayashi, K., & Rosé, C. (2014). Effects of social presence and social role on help-seeking and learning. the 2014 ACM/IEEE international conference (pp. 415-422). New York, New York, USA: ACM.
  • Kanda, T., Hirano, T., Eaton, D., & Ishiguro, H. (2004). Interactive Robots as Social Partners and Peer Tutors for Children: A Field Trial. Human-Computer Interaction, 19(1), 61-84.
  • Kardan, S., & Conati, C. (2015). Providing Adaptive Support in an Interactive Simulation for Learning: An Experimental Evaluation. the 33rd Annual ACM Conference (pp. 3671-3680). New York, New York, USA: ACM.
  • Kennedy, J., Baxter, P., & Belpaeme, T. (2015). The Robot Who Tried Too Hard: Social Behaviour of a Robot Tutor Can Negatively Affect Child Learning. the Tenth Annual ACM/IEEE International Conference (pp. 67-74). New York, New York, USA: ACM.
  • Kenny, P., Hartholt, A., Gratch, J., & Swartout, W. (2007). Building Interactive Virtual Humans for Training Environments. Presented at the Proceedings of I/ “.
  • Kiesler_soccog_08.pdf. (n.d.). Kiesler_soccog_08.pdf. Retrieved June 15, 2016, from
  • Kopp, S., Jung, B., Lessmann, N., & Wachsmuth, I. (2003). Max - A Multimodal Assistant in Virtual Reality Construction. Ki.
  • Lee, D.-H., & Kim, J.-H. (2010). A framework for an interactive robot-based tutoring system and its application to ball-passing training. 2010 IEEE International Conference on Robotics and Biomimetics (ROBIO) (pp. 573-578). IEEE.
  • Leyzberg, D., Spaulding, S., & Scassellati, B. (2014). Personalizing robot tutors to individuals’ learning differences. the 2014 ACM/IEEE international conference (pp. 423-430). New York, New York, USA: ACM.
  • Leyzberg, D., Spaulding, S., Toneva, M., & Scassellati, B. (2012). The physical presence of a robot tutor increases cognitive learning gains.
  • Lin, R., & Kraus, S. (2010). Can automated agents proficiently negotiate with humans? Communications of the ACM, 53(1), 78-88.
  • Mitnik, R., Recabarren, M., Nussbaum, M., & Soto, A. (2009). Collaborative robotic instruction: A graph teaching experience. Computers & Education, 53(2), 330-342.
  • Mubin, O., Stevens, C. J., Shahid, S., Mahmud, A. A., & Dong, J.-J. (2013). A REVIEW OF THE APPLICABILITY OF ROBOTS IN EDUCATION. Technology for Education and Learning, 1(1).
  • Nkambou, R., Belghith, K., Kabanza, F., & Khan, M. (2005). Supporting Training on a Robotic Simulator using a Flexible Path Planner. AIED.
  • Nomikou, I., Pitsch, K., & Rohlfing, K. J. (Eds.). (2013). Robot feedback shapes the tutor’s presentation: How a robot’s online gaze strategies lead to micro-adaptation of the human’s conduct. Interaction Studies, 14(2), 268-296.
  • Peterson, I. (1992). Looking-Glass Worlds. Science News, 141(1), 8-10+15.
  • Rizzo, A., Lange, B., Buckwalter, J. G., Forbell, E., Kim, J., Sagae, K., et al. (n.d.). SimCoach: an intelligent virtual human system for providing healthcare information and support. International Journal on Disability and Human Development, 10(4).
  • Ros, R., Coninx, A., Demiris, Y., Patsis, G., Enescu, V., & Sahli, H. (2014). Behavioral accommodation towards a dance robot tutor. the 2014 ACM/IEEE international conference (pp. 278-279). New York, New York, USA: ACM.
  • Saerbeck, M., Schut, T., Bartneck, C., & Janse, M. D. (2010). Expressive robots in education: varying the degree of social supportive behavior of a robotic tutor. the 28th international conference (pp. 1613-1622). New York, New York, USA: ACM.
  • Satake, S., Kanda, T., Glas, D. F., Imai, M., Ishiguro, H., & Hagita, N. (2009). How to approach humans?-strategies for social robots to initiate interaction. ” -Robot Interaction ( “, 109-116.
  • Serholt, S., Basedow, C. A., Barendregt, W., & Obaid, M. (2014). Comparing a humanoid tutor to a human tutor delivering an instructional task to children. 2014 IEEE-RAS 14th International Conference on Humanoid Robots (Humanoids 2014), 1134-1141.
  • Shin, N., & Kim, S. (n.d.). Learning about, from, and with Robots: Students’ Perspectives. RO-MAN 2007 - the 16th IEEE International Symposium on Robot and Human Interactive Communication, 1040-1045.
  • Swartout, W. (2010). Lessons Learned from Virtual Humans. AI Magazine, 31(1), 9-20.
  • The (human) science of medical virtual learning environments. (2011). The (human) science of medical virtual learning environments, 366(1562), 276-285.
  • Toombs, A. L., Bardzell, S., & Bardzell, J. (2015). The Proper Care and Feeding of Hackerspaces: Care Ethics and Cultures of Making. the 33rd Annual ACM Conference (pp. 629-638). New York, New York, USA: ACM.
  • Vollmer, A.-L., Lohan, K. S., Fischer, K., Nagai, Y., Pitsch, K., Fritsch, J., et al. (2009). People modify their tutoring behavior in robot-directed interaction for action learning. 2009 IEEE 8th International Conference on Development and Learning (pp. 1-6). IEEE.
  • Walters, M. L., Dautenhahn, K., Koay, K. L., Kaouri, C., Boekhorst, R., Nehaniv, C., et al. (2005). Close encounters: spatial distances between people and a robot of mechanistic appearance. 5th IEEE-RAS International Conference on Humanoid Robots, 2005., 450-455.
  • Yannier, N., Israr, A., Lehman, J. F., & Klatzky, R. L. (2015). FeelSleeve : Haptic Feedback to Enhance Early Reading. the 33rd Annual ACM Conference (pp. 1015-1024). New York, New York, USA: ACM.
  • You, S., Nie, J., Suh, K., & Sundar, S. S. (2011). When the robot criticizes you…: self-serving bias in human-robot interaction. the 6th international conference (pp. 295-296). New York, New York, USA: ACM.


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Last updated: December 04, 2023