Effects of Educational Support Robots Based on Cognitive Apprenticeship Theory on Junior High School Students

摘要

Educational-support robots are being increasingly used to support learning among students. In previous studies, robots have taught only how to solve questions. Using such robots, it is difficult for learners to improve their applied skills and creativity, because these robots were not able to prompt learners to think. Thus, in this research, we develops a robot that supports learning by using the cognitive apprenticeship theory. Previous studies have reported that the pedagogy based on cognitive apprenticeship theory can prompt learners to think through the problems. Therefore, using the cognitive apprenticeship theory method for teaching can improve the applied skills and curiosity of the learner. In this paper, we investigates the effects of educational support robots based on the cognitive apprenticeship theory in collaborative learning with junior high-school students.