用机器人提醒目标+情绪支持，提升学生自学专注与效率。
Motivating Students' Self-study with Goal Reminder and Emotional Support
- 机器人通过提醒学习目标和提供正向情感支持，辅助自学。
- 有目标提醒的组用户满意度更高，更愿继续使用机器人。
- 学生将机器人视为社交伙伴时，学习目标达成率更高。
尽管社会机器人在辅助学习任务中的效果已有广泛研究，但在支持大学生自主学习方面的潜力仍较少被探索。本研究通过类真人操控实验，考察社会机器人作为学习同伴，在提供任务导向的目标提醒和积极情感支持时，对大学生自我学习过程中感知专注度、生产力和参与度的影响，并与仅提供物理存在的机器人（对照组）进行对比。结果表明，接受目标提醒和情感支持的参与者报告了更高的易用性；其中，目标提醒组还表现出更强的未来使用意愿。机器人满意度与学生将其视为社交对象的感知程度正相关，且这种感知能预测其学习目标的达成水平。研究揭示了社会助教机器人通过功能性和情感性互动支持自主学习的潜力。
原文摘要 · Abstract (English)
While the efficacy of social robots in supporting people in learning tasks has been extensively investigated, their potential impact in assisting students in self-studying contexts has not been investigated much. This study explores how a social robot can act as a peer study companion for college students during self-study tasks by delivering task-oriented goal reminder and positive emotional support. We conducted an exploratory Wizard-of-Oz study to explore how these robotic support behaviors impacted students' perceived focus, productivity, and engagement in comparison to a robot that only provided physical presence (control). Our study results suggest that participants in the goal reminder and the emotional support conditions reported greater ease of use, with the goal reminder condition additionally showing a higher willingness to use the robot in future study sessions. Participants' satisfaction with the robot was correlated with their perception of the robot as a social other, and this perception was found to be a predictor for their level of goal achievement in the self-study task. These findings highlight the potential of socially assistive robots to support self-study through both functional and emotional engagement.
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