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Metacognitive Processes Involved in Human Robot Interaction in the School Learning Environment

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Human-Computer Interaction (HCII 2023)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 14012))

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Abstract

With the ongoing digital revolution and the ever-increasing development of new technology, schools must provide students with a grounding in certain technical skills, such as computational thinking, which are likely to be required for future roles, including working with and operating robots. For such robot human interaction to be successful, introduction of robots into school learning environments is crucial. However, we also need to better understand the learning processes involved in this human robot interaction. Acknowledging the importance of metacognitive processes as an essential aspect in achieving learning outcomes in educational contexts, this article investigates the experiences of students in human-robotic interactions and related tasks (programming and math) by exploring the student’s self-assessment of perceived performance (JOP), motivation (fun and difficulty) and learning. This aim has been achieved through a pilot study whereby the authors conducted a three-day workshop with grade 6 students and collected pre and post survey data. The findings contribute knowledge to our understanding of the importance of metacognition and in particular accurate self-assessment as crucial for both motivation and learning with humanoid robots.

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The authors have no competing interests to declare that are relevant to the content of this article.

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Authors and Affiliations

  1. Department of Computer Science (IDI), University of Science and Technology, Trondheim, Norway

    Deepti Mishra

  2. Department of Information Security and Communication Technology (IIK), Norwegian, University of Science and Technology, Trondheim, Norway

    Deepti Mishra & Ricardo G. Lugo

  3. Business Analytics Research Group, Inland School of Business and Social Sciences, Inland Norway University of Applied Sciences, Hamar, Norway

    Deepti Mishra

  4. Faculty of Education, Inland Norway University of Applied Sciences, Hamar, Norway

    Karen Parish

  5. Estonian Maritime Academy of Tallinn University of Technology, Tallinn, Estonia

    Ricardo G. Lugo

  6. Faculty of Social Sciences, Department of Psychology, University of Copenhagen, Copenhagen, Denmark

    Solveig Tilden

Authors
  1. Deepti Mishra
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  2. Ricardo G. Lugo
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  4. Solveig Tilden
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Correspondence to Deepti Mishra .

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Editors and Affiliations

  1. The Open University of Japan, Chiba, Japan

    Masaaki Kurosu

  2. Hosei University, Tokyo, Japan

    Ayako Hashizume

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Mishra, D., Lugo, R.G., Parish, K., Tilden, S. (2023). Metacognitive Processes Involved in Human Robot Interaction in the School Learning Environment. In: Kurosu, M., Hashizume, A. (eds) Human-Computer Interaction. HCII 2023. Lecture Notes in Computer Science, vol 14012. Springer, Cham. https://doi.org/10.1007/978-3-031-35599-8_6

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  • DOI: https://doi.org/10.1007/978-3-031-35599-8_6

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