Investigating the Use of Prompts by a Robot Peer Tutor during Math Problem Solving

Abstract

Children as early as Grade 1 are taught how to solve simple mathematics word problems using a teacher-prescribed set of procedures. Drills are given to develop skills, but these exercises are often done in isolation inside the classroom or at home. The lack of interaction with peers can cause learners to be disinterested in completing the tasks that they may find meaningless, which may lead to the non-acquisition of the target skills. Learning with peers encourages the sharing and exchange of ideas in formulating solutions for the given problem. In this paper, we investigated the use of a social robot that can serve as a peer-tutor for Grade 1 students as they solve mathematics word problems. We observed how the robot facilitates the learning session through simple prompts anchored on the mathematical thinking process to guide children in understanding the problem and formulating a solution. Preliminary results in conducting a usability study with 12 children aged 6-8 years old showed that the robot’s inability to carry on a smooth conversation caused difficulty during the learning sessions. Children also felt pressured with the continuous questioning which is a necessary component of the mathematical thinking process.