There has been a large body of research demonstrating that students that receive one-on-one tutoring perform, on average, significantly better than students learning via conventional classroom instruction when tested on the same material (Bloom 1984; VanLehn 2011). During tutoring, the teacher has the ability to tailor the instruction and support to the individual learner, creating a personalized learning environment for each student. Research involving robotic agents as tutors indicates that the physical presence of a robot tutor can increase cognitive learning gains (Leyzberg et al. 2010). Further research shows that a robot tutor employing relatively simple personalization strategies can benefit the learner (Leyzberg, Spaulding, and Scassellati 2014). This motivates the need to more deeply investigate robotic tutoring systems as an effective method of instruction.
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