Headline August 31, 2017/ ''' ROBOT TEACHER REALM '''


*THE WORLD STUDENTS SOCIETY*......-''for every subject in the world''-, is the   \ exclusive and proud /   ownership of  every single student in the world:

*Global Elections Mapping, Flow Charts, Checklist*,  all under the auspices, honors and  preparation of the great Students of America. 

Every single student 15+ can, and must step forward, and think, vote.

All of the above is  The Secret To A Good Robot Teacher : Meanwhile,  The World Students Society honors and thanks researchers and professors for this publishing: 

Professor of Psychology, David Desteno/ Northeastern University........... Associate Professor of Media Arts and Science at the M.I.T, at the M.I.T Media Lab,  Cynthia Breazeal and............
Professor Paul Harris/Education, Harvard.

WONDER IF THERE IS A SECRET  -to a good to great robot teacher. One it doesn't just impart information. It also expresses social cues......

Why is educational technology such a disappointment?

In recent years,  parents and schools have been exposing students/ children to a range of *computer-mediated instructions, and adults have been turning to ''brain training''  apps to sharpen their minds, but the results have not been encouraging.

A six-year research project commissioned by the Department of Education examined different Cybertechnology programs across-

Thousands of students in hundreds of schools and found little to no evidence that they improved academic performance.

Unfortunately, it appears the same goes for  cognitive training  programs. Lumos Labs, the company behind Lumosity-

One of the leading programs in this area, agreed to pay $2 million to settle charges by the Federal Trade Commission that it misled customers with claims that Lumosity improved people's performance in school and at work.

In our view, the problem stems partly from the fact that the designers of these  technologies rely on an erroneous set of assumptions about how the mind learns.

Yes, the human brain is an amazing information processor, but it evolved to take in, analyze and store information in a specific way : through social interaction. For millenniums, the environs in which we learned best were social ones.

It was through other people's testimony or through interactive discourse and exploration with them that we learned facts about our world and new ways of solving problems.

And it's precisely because of this history that we can expect the mind to be socially tuned, meaning that it should rely on and incorporate social cues to facilitate learning.

When it comes to most educational technology, this insight has been ignored. 

Even those technologies that make use of  virtual agents or videos of human speakers lack the give-and-take  that defines social interaction., where the verbal and nonverbal cues of one party are dynamically responsive to those of the other. 

To investigate the importance such social cues might pay in learning from technology, we recently conducted a study with  4-to-7 year-old....student/ children from schools in Boston.

The students/children listened to a story read by a robot  that  looked like a cute plush creature with an animated face that allowed for emotional expressions and eye and mouth movements.

For half the student/children, the robot made use of these capabilities, responding to events in the story and the children's answer to its questions in a manner that expressed typical social and emotional cues.

For the other students/children, the robot was ''flat'' : It told the same story, but didn't emit or respond with the typically expected cues.

As the children listened to the story, we measured their engagement and attention using automated software to track facial, head and eye movements.

To gauge their understanding and use of the new vocabulary words embedded in the story, we had the students/children retell the story to a puppet both immediately afterwards and again after a four-to six week delay.

As we detail in the recent issue of the journal *Frontiers in Human Neuroscience,  the students/children's learning and engagement were heightened in the presence of appropriate social cues.

Among those students/children who recalled and correctly used at least one of the target vocabulary words during the immediate retelling of the story, the total number used was greater for those who-

*Listened to the expressive robot than for those who listened to the flat one*.   

Moreover, students/children who interacted with the  expressive robot showed greater levels of concentration and engagement during the listening task.
The Honor and Serving of the latest  ''Operational Research*  on Robots, Students, and Leaning continues.

With most loving and caring dedication to all the  Little Angels/Students of the world, and then  :    Maynah, Ibrahim, Harem, Maria, Hannyia and Merium.

With respectful dedication to the Research Scientists, Students, Professors and Teachers of the world. See Ya all on !WOW!   -the World Students Society and Twitter-!E-WOW!   -the Ecosystem 2011:

''' Arctic & !WOW! '''

Good Night and God Bless

SAM Daily Times - the Voice of the Voiceless


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