为新移民儿童设计会讲故事的伙伴机器人，帮他们学英语、懂文化。
"You've got a friend in me": Co-Designing a Peer Social Robot for Young Newcomers' Language and Cultural Learning
- 用共设计方法打造可互动的桌面机器人，支持语言练习
- 通过故事活动+多模态引导+嵌入式测验提升学习专注度
- 适合社区教育场景，助力导师开展个性化辅导
加拿大面向年轻新移民儿童的社区识字项目面临人员不足、难以提供一对一辅导的困境，限制了英语与文化学习的个性化支持。本文报告了一项与United for Literacy导师合作的共设计研究，推动开发了名为Maple的桌面型社交助手机器人。该机器人作为导师主导教学中的同伴练习伙伴，基于观察和共设计访谈提炼出新移民儿童特定需求，并集成短篇故事活动、多模态支架与嵌入式测验功能，有效支持注意力维持，同时生成可供导师使用的形成性反馈信号。研究贡献了面向导师协同的社交助手机器人系统设计启示，并提出了在真实项目中开展以儿童为中心评估的方向。
原文摘要 · Abstract (English)
Community literacy programs supporting young newcomer children in Canada face limited staffing and scarce one-to-one time, which constrains personalized English and cultural learning support. This paper reports on a co-design study with United for Literacy tutors that informed Maple, a table-top, peer-like Socially Assistive Robot (SAR) designed as a practice partner within tutor-mediated sessions. From shadowing and co-design interviews, we derived newcomer-specific requirements and added them in an integrated prototype that uses short story-based activities, multi-modal scaffolding and embedded quizzes that support attention while producing tutor-actionable formative signals. We contribute system design implications for tutor-in-the-loop SARs supporting language socialization in community settings and outline directions for child-centered evaluation in authentic programs.
Thank you to arXiv for use of its open access interoperability. PaperDance 不是 arXiv 官方产品；中文卡片由大模型生成，请以原文为准。