
NSF Org: |
IIS Division of Information & Intelligent Systems |
Recipient: |
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Initial Amendment Date: | August 20, 2013 |
Latest Amendment Date: | September 9, 2013 |
Award Number: | 1321056 |
Award Instrument: | Standard Grant |
Program Manager: |
Christopher Hoadley
IIS Division of Information & Intelligent Systems CSE Directorate for Computer and Information Science and Engineering |
Start Date: | September 1, 2013 |
End Date: | August 31, 2015 (Estimated) |
Total Intended Award Amount: | $549,957.00 |
Total Awarded Amount to Date: | $549,957.00 |
Funds Obligated to Date: |
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History of Investigator: |
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Recipient Sponsored Research Office: |
3937 MARCASEL AVE LOS ANGELES CA US 90066-4615 (310)574-7500 |
Sponsor Congressional District: |
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Primary Place of Performance: |
12910 Culver Bl., Suite J Los Angeles CA US 90066-6709 |
Primary Place of
Performance Congressional District: |
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Unique Entity Identifier (UEI): |
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Parent UEI: |
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NSF Program(s): | Cyberlearn & Future Learn Tech |
Primary Program Source: |
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Program Reference Code(s): |
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Program Element Code(s): |
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Award Agency Code: | 4900 |
Fund Agency Code: | 4900 |
Assistance Listing Number(s): | 47.070 |
ABSTRACT
This Cyberlearning Exploration Project explores the potential for social robotics to transform foreign-language learning. The social robot being developed in this project is designed to act as a language partner for students learning a foreign language, in this case those learning Chinese. It augments classroom instruction, providing for the learner a robot companion to converse with. The hypothesis is that social robots can make interactions with language speakers more exciting and more accessible, especially for less commonly taught languages. The embodied robot is designed not only to converse with learners but also to point and nod and gesture at particular people and objects, helping to direct the attention of learners and interact socially with learners in ways that a non-embodied simulation cannot. The PIs take a task-based approach to language learning, helping students learn the language that goes with a variety of real-world situations. The technological innovation is a synthesis of social robots and social simulation; classroom language instruction is augmented by robot interaction. In this Exploration project, robots are being used in classrooms; as the price of such robots decrease, such robots could become available for after-school, library, cafeteria, or even home or public use.
This project brings together a leading developer of simulation-based learning solutions for intercultural communication (Alelo, Inc.) with a leading developer of lifelike intelligent robots (Hanson Robokind) to create a prototype social robot for language learners (in this case those learning Chinese) and to investigate the roles such robots might play in language learning and the most effective ways of interacting with learners so as to sustain their engagement in foreign-language conversation. The project meets a critical need in this country for a workforce that can engage well in the international marketplace. The particular focus in this project is on Mandarin Chinese language and culture, but what is learned will be applicable to other foreign languages as well.
PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
Social robots—robots that interact with and communicate with humans in a lifelike manner—have the potential to transform world language education. Low-cost robots that understand and respond to spoken language could give learners now opportunities to practice their conversational skills, in a fun, non-threatening environment. They could be particularly helpful in underserved schools where shortages of qualified language teachers limit access to high-quality foreign-language education.
Alelo tested the potential of social robotics for language education, through the use of low-cost robots designed to engage learners in complex conversational interactions in Mandarin Chinese. The prototype robot-assisted language learning system, named RALL-E (Robot-Assisted Language Learning in Education) was configured to engage in a variety of conversations that support language learning.
Our work with RALL-E addresses the practical and complex problem of helping learners achieve conversational proficiency in a foreign language, which promotes a globally competent workforce. We created RALL-E to motivate language learners to practice critical speaking skills and support higher levels of proficiency. RALL-E is designed to operate in realistic classroom environments, which can be noisy and chaotic at times.
RALL-E is capable of having conversations in Mandarin Chinese that are punctuated by realistic facial expressions and movement. Developed by Robokind, our robot had sophisticated facial reaction and expressions while talking to the students. With help from The Virginia Department of Education, we tested the robot in several Chinese classrooms at the Thomas Jefferson High School for Science and Technology in Alexandria, VA. The students were immediately drawn to the robot. They found it to be a novel and entertaining language-learning tool. They noted that the robot didn’t judge their attempts with the language, which put them at ease. Our study also indicated that facial expressions positively impacted language learning by providing positive feedback and encouragement.
We went through several, focus group tested, iterations of the RALL-E robot until we arrived at our final design. Our partnership with Curious Labs allowed us to synthesize and analyze all student inputs and interactions over the course of several focus groups with many high school Mandarin classes. Student input was pivotal in how we designed the flow of conversations, the topics of discussion, and the use of the robot’s display screen. Our final product reflected what the students found to be most helpful in acquiring a new language and allowed for rewarding communicative practice that motivated students to practice the target language with the robot.
Social robots are the next big thing in language learning. They are easily configurable and entertaining to use. Social robots motivate students to perform the daunting task of speaking a new language because they can do so in a personalized setting without judgment. This tool can potentially increase the fluency of foreign languages in the United States and create a more globally minded workforce. Our robot has the potential to address American monolingualism by providing convenient and sustainable immersion foreign language practice. Further research is needed to see t...
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