Collaborative Learning Through Socially Shared Regulation Supported by a Robotic Agent

Abstract

We designed a learning environment supported by a robotic agent to facilitate learners' socially shared regulation of learning (SSRL). In collaborative reading comprehension, we designed adaptive scaffolding scripts by the robot and its physical embodiment for helping learners' planning, monitoring, and behavioral engagement. The cognitive and conversation analyses show that the use of note-taking strategies, engagement in collaborative argumentation, and transfer of understanding were improved by the support of the robot as a metacognitive mediator.