Exploring the impact of robot interaction on learning engagement: a comparative study of two multi-modal robots Article Swipe
Ka Yan Fung
,
Kwong Chiu Fung
,
Tze Leung Rick Lui
,
Kuen Fung Sin
,
Lik‐Hang Lee
,
Huamin Qu
,
Shenghui Song
·
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.1186/s40561-024-00362-1
YOU?
·
· 2025
· Open Access
·
· DOI: https://doi.org/10.1186/s40561-024-00362-1
In recent years, there has been a growing interest in using robots within educational environments due to their potential to augment student engagement and motivation. However, current research has not adequately addressed the effectiveness of these robots in facilitating inclusive learning for diverse student populations, particularly those with dyslexia. This study proposes an inclusive learning system developed on two multi-modal robots, Kebbi and Minibo, with interactive (i.e., movable hands) and straightforward features. The system integrates various interactive elements, such as animations, songs, dance, gestures, and touch, to enhance students’ learning engagement, interaction, and motivation and cater to their diverse needs. The study aims to examine the influence of different features from two unique multi-modal robots on the engagement levels of students with/without dyslexia and their needs when engaging with robot learning. Two research questions are posed: (1) What are the features of multi-modal robots that could effectively improve the learning engagements of students with/without dyslexia? (2) What are the needs of students with/without dyslexia when engaging with robot learning? To this end, a comparative study is conducted where 64 students participate in a five-day robot-led training program, while another 73 students receive traditional teacher-led training. Pre/post questionnaires are administered to evaluate students’ engagement levels, and semi-structured interviews are conducted to obtain additional insights. The findings reveal that students with dyslexia are better suited to the interactive and multi-modal features of Kebbi. In contrast, students without dyslexia may prefer the more straightforward features of Minibo, which can still effectively promote engagement and learning. Multi-modal robots can boost engagement and motivation in students with and without dyslexia through novelty and cognitive load management. Emotional connections and interactive elements, such as empathetic and customizable features, enhance engagement and improve learning outcomes.
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- Language
- en
- Landing Page
- https://doi.org/10.1186/s40561-024-00362-1
- OA Status
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- Cited By
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- References
- 100
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All OpenAlex metadata
Raw OpenAlex JSON
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https://openalex.org/W4406927146Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.1186/s40561-024-00362-1Digital Object Identifier
- Title
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Exploring the impact of robot interaction on learning engagement: a comparative study of two multi-modal robotsWork title
- Type
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2025Year of publication
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2025-01-29Full publication date if available
- Authors
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Ka Yan Fung, Kwong Chiu Fung, Tze Leung Rick Lui, Kuen Fung Sin, Lik‐Hang Lee, Huamin Qu, Shenghui SongList of authors in order
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https://doi.org/10.1186/s40561-024-00362-1Publisher landing page
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YesWhether a free full text is available
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diamondOpen access status per OpenAlex
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https://doi.org/10.1186/s40561-024-00362-1Direct OA link when available
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Modal, Robot, Computer science, Human–computer interaction, Artificial intelligence, Chemistry, Polymer chemistryTop concepts (fields/topics) attached by OpenAlex
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9Total citation count in OpenAlex
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2025: 9Per-year citation counts (last 5 years)
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| abstract_inverted_index.aims | 103 |
| abstract_inverted_index.been | 6 |
| abstract_inverted_index.end, | 172 |
| abstract_inverted_index.from | 111 |
| abstract_inverted_index.load | 270 |
| abstract_inverted_index.more | 240 |
| abstract_inverted_index.such | 79, 277 |
| abstract_inverted_index.that | 145, 217 |
| abstract_inverted_index.this | 171 |
| abstract_inverted_index.when | 127, 165 |
| abstract_inverted_index.with | 48, 65, 129, 167, 219, 262 |
| abstract_inverted_index.Kebbi | 62 |
| abstract_inverted_index.boost | 256 |
| abstract_inverted_index.cater | 96 |
| abstract_inverted_index.could | 146 |
| abstract_inverted_index.needs | 126, 160 |
| abstract_inverted_index.robot | 130, 168 |
| abstract_inverted_index.still | 247 |
| abstract_inverted_index.study | 51, 102, 175 |
| abstract_inverted_index.their | 18, 98, 125 |
| abstract_inverted_index.there | 4 |
| abstract_inverted_index.these | 36 |
| abstract_inverted_index.those | 47 |
| abstract_inverted_index.using | 11 |
| abstract_inverted_index.where | 178 |
| abstract_inverted_index.which | 245 |
| abstract_inverted_index.while | 188 |
| abstract_inverted_index.(i.e., | 67 |
| abstract_inverted_index.Kebbi. | 231 |
| abstract_inverted_index.better | 222 |
| abstract_inverted_index.dance, | 83 |
| abstract_inverted_index.hands) | 69 |
| abstract_inverted_index.levels | 119 |
| abstract_inverted_index.needs. | 100 |
| abstract_inverted_index.obtain | 211 |
| abstract_inverted_index.posed: | 136 |
| abstract_inverted_index.prefer | 238 |
| abstract_inverted_index.recent | 2 |
| abstract_inverted_index.reveal | 216 |
| abstract_inverted_index.robots | 12, 37, 115, 144, 254 |
| abstract_inverted_index.songs, | 82 |
| abstract_inverted_index.suited | 223 |
| abstract_inverted_index.system | 56, 74 |
| abstract_inverted_index.touch, | 86 |
| abstract_inverted_index.unique | 113 |
| abstract_inverted_index.within | 13 |
| abstract_inverted_index.years, | 3 |
| abstract_inverted_index.Minibo, | 64, 244 |
| abstract_inverted_index.another | 189 |
| abstract_inverted_index.augment | 21 |
| abstract_inverted_index.current | 27 |
| abstract_inverted_index.diverse | 43, 99 |
| abstract_inverted_index.enhance | 88, 283 |
| abstract_inverted_index.examine | 105 |
| abstract_inverted_index.growing | 8 |
| abstract_inverted_index.improve | 148, 286 |
| abstract_inverted_index.levels, | 204 |
| abstract_inverted_index.movable | 68 |
| abstract_inverted_index.novelty | 267 |
| abstract_inverted_index.promote | 249 |
| abstract_inverted_index.receive | 192 |
| abstract_inverted_index.robots, | 61 |
| abstract_inverted_index.student | 22, 44 |
| abstract_inverted_index.through | 266 |
| abstract_inverted_index.various | 76 |
| abstract_inverted_index.without | 235, 264 |
| abstract_inverted_index.Abstract | 0 |
| abstract_inverted_index.However, | 26 |
| abstract_inverted_index.Pre/post | 196 |
| abstract_inverted_index.dyslexia | 123, 164, 220, 236, 265 |
| abstract_inverted_index.engaging | 128, 166 |
| abstract_inverted_index.evaluate | 201 |
| abstract_inverted_index.features | 110, 141, 229, 242 |
| abstract_inverted_index.findings | 215 |
| abstract_inverted_index.five-day | 184 |
| abstract_inverted_index.interest | 9 |
| abstract_inverted_index.learning | 41, 55, 90, 150, 287 |
| abstract_inverted_index.program, | 187 |
| abstract_inverted_index.proposes | 52 |
| abstract_inverted_index.research | 28, 133 |
| abstract_inverted_index.students | 121, 153, 162, 180, 191, 218, 234, 261 |
| abstract_inverted_index.training | 186 |
| abstract_inverted_index.Emotional | 272 |
| abstract_inverted_index.addressed | 32 |
| abstract_inverted_index.cognitive | 269 |
| abstract_inverted_index.conducted | 177, 209 |
| abstract_inverted_index.contrast, | 233 |
| abstract_inverted_index.developed | 57 |
| abstract_inverted_index.different | 109 |
| abstract_inverted_index.dyslexia. | 49 |
| abstract_inverted_index.dyslexia? | 155 |
| abstract_inverted_index.elements, | 78, 276 |
| abstract_inverted_index.features, | 282 |
| abstract_inverted_index.features. | 72 |
| abstract_inverted_index.gestures, | 84 |
| abstract_inverted_index.inclusive | 40, 54 |
| abstract_inverted_index.influence | 107 |
| abstract_inverted_index.insights. | 213 |
| abstract_inverted_index.learning. | 131, 252 |
| abstract_inverted_index.learning? | 169 |
| abstract_inverted_index.outcomes. | 288 |
| abstract_inverted_index.potential | 19 |
| abstract_inverted_index.questions | 134 |
| abstract_inverted_index.robot-led | 185 |
| abstract_inverted_index.training. | 195 |
| abstract_inverted_index.additional | 212 |
| abstract_inverted_index.adequately | 31 |
| abstract_inverted_index.empathetic | 279 |
| abstract_inverted_index.engagement | 23, 118, 203, 250, 257, 284 |
| abstract_inverted_index.integrates | 75 |
| abstract_inverted_index.interviews | 207 |
| abstract_inverted_index.motivation | 94, 259 |
| abstract_inverted_index.Multi-modal | 253 |
| abstract_inverted_index.animations, | 81 |
| abstract_inverted_index.comparative | 174 |
| abstract_inverted_index.connections | 273 |
| abstract_inverted_index.educational | 14 |
| abstract_inverted_index.effectively | 147, 248 |
| abstract_inverted_index.engagement, | 91 |
| abstract_inverted_index.engagements | 151 |
| abstract_inverted_index.interactive | 66, 77, 226, 275 |
| abstract_inverted_index.management. | 271 |
| abstract_inverted_index.motivation. | 25 |
| abstract_inverted_index.multi-modal | 60, 114, 143, 228 |
| abstract_inverted_index.participate | 181 |
| abstract_inverted_index.students’ | 89, 202 |
| abstract_inverted_index.teacher-led | 194 |
| abstract_inverted_index.traditional | 193 |
| abstract_inverted_index.administered | 199 |
| abstract_inverted_index.customizable | 281 |
| abstract_inverted_index.environments | 15 |
| abstract_inverted_index.facilitating | 39 |
| abstract_inverted_index.interaction, | 92 |
| abstract_inverted_index.particularly | 46 |
| abstract_inverted_index.populations, | 45 |
| abstract_inverted_index.with/without | 122, 154, 163 |
| abstract_inverted_index.effectiveness | 34 |
| abstract_inverted_index.questionnaires | 197 |
| abstract_inverted_index.semi-structured | 206 |
| abstract_inverted_index.straightforward | 71, 241 |
| cited_by_percentile_year.max | 99 |
| cited_by_percentile_year.min | 98 |
| countries_distinct_count | 0 |
| institutions_distinct_count | 7 |
| citation_normalized_percentile.value | 0.99763798 |
| citation_normalized_percentile.is_in_top_1_percent | True |
| citation_normalized_percentile.is_in_top_10_percent | True |