PUB - Publikationen an der Universität Bielefeld

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• [13]
  

  2020 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2938070

  Schodde, T., et al., 2020. Adapt, Explain, Engage - A Study on How Social Robots Can Scaffold Second-Language Learning of Children. ACM Transactions on Human-Robot Interaction, 9(1), p 1-27.

  PUB | DOI | WoS
   
• [12]
  

  2019 | Datenpublikation | PUB-ID: 2938068

  Schodde, T., et al., 2019. Software and dataset of a study investigating the effect of additional explanations provided by a robot on children's second language learning, Bielefeld University.

  PUB | Dateien verfügbar | DOI
   
• [11]
  

  2019 | Bielefelder E-Dissertation | PUB-ID: 2939409

  Schodde, T., 2019. Integrating Socially Assistive Robots into Language Tutoring Systems. A Computational Model for Scaffolding Young Children's Foreign Language Learning, Bielefeld: Universität Bielefeld.

  PUB | PDF | DOI
   
• [10]
  

  2019 | Konferenzbeitrag | Veröffentlicht | PUB-ID: 2933181

  Vogt, P., et al., 2019. Second Language Tutoring using Social Robots. A Large-Scale Study. In 2019 14th ACM/IEEE International Conference on Human-Robot Interaction (HRI). Piscataway, NJ: IEEE.

  PUB | PDF | DOI
   
• [9]
  

  2018 | Zeitschriftenaufsatz | Veröffentlicht | PUB-ID: 2917411

  Belpaeme, T., et al., 2018. Guidelines for Designing Social Robots as Second Language Tutors. International Journal of Social Robotics, 10(3), p 325-341.

  PUB | DOI | Download (ext.) | WoS | PubMed | Europe PMC
   
• [8]
  

  2018 | Kurzbeitrag Konferenz / Poster | Veröffentlicht | PUB-ID: 2916665

  Schodde, T., & Kopp, S., 2018. Adaptive Robot Second Language Tutoring for Children. In Proceedings of ACM/IEEE Human-Robot Interaction 2018. pp. 317-318.

  PUB | DOI
   
• [7]
  

  2018 | Kurzbeitrag Konferenz / Poster | Eingereicht | PUB-ID: 2915832

  Vogt, P., et al., Submitted. Iconic gestures improve second language learning from a social robot. Presented at the ISGS: International Society for Gesture Studies, Cape Town, South Africa.

  PUB
   
• [6]
  

  2018 | Konferenzbeitrag | Veröffentlicht | PUB-ID: 2914397

  de Wit, J., et al., 2018. The Effect of a Robot's Gestures and Adaptive Tutoring on Children's Acquisition of Second Language Vocabularies. In Proceedings of ACM/IEEE Human-Robot Interaction 2018. pp. 50-58.

  PUB | DOI
   
• [5]
  

  2017 | Kurzbeitrag Konferenz / Poster | Veröffentlicht | PUB-ID: 2915831

  Vogt, P., et al., 2017. Adaptation and gestures in second language tutoring using social robots. Presented at the Workshop on early literacy and (digital) media, Paderborn, Germany.

  PUB
   
• [4]
  

  2017 | Konferenzbeitrag | Veröffentlicht | PUB-ID: 2906869

  Schodde, T., Bergmann, K., & Kopp, S., 2017. Adaptive Robot Language Tutoring Based on Bayesian Knowledge Tracing and Predictive Decision-Making. In Proceedings of ACM/IEEE Human-Robot Interaction 2017. New York: ACM Press, pp. 128-136.

  PUB | PDF | DOI
   
• [3]
  

  2017 | Konferenzbeitrag | Veröffentlicht | PUB-ID: 2910556

  de Wit, J., et al., 2017. Exploring the Effect of Gestures and Adaptive Tutoring on Children’s Comprehension of L2 Vocabularies. In Proceedings of the Workshop R4L at ACM/IEEE Human-Robot Interaction 2017.

  PUB | PDF
   
• [2]
  

  2017 | Konferenzbeitrag | Veröffentlicht | PUB-ID: 2913042

  Schodde, T., Hoffmann, L., & Kopp, S., 2017. How to Manage Affective State in Child-Robot Tutoring Interactions? In Proceedings of the International Conference on Companion Technology 2017. IEEE, pp. 1-6.

  PUB | PDF | DOI
   
• [1]
  

  2017 | Kurzbeitrag Konferenz / Poster | Veröffentlicht | PUB-ID: 2914565

  Kanero, J., et al., 2017. Observing human tutoring to develop robot-based language lessons. Presented at the 5th European and 8th Nordic Symposium on Multimodal Communication, Bielefeld.

  PUB | PDF