情報処理学会 インタラクション2026

Incorporating robots into educational settings such as e-learning platforms offers opportunities to enhance children's learning experiences. This study investigates how mixed-modality robots, consisting of physically and virtually embodied robots, influence children's learning outcomes, focus, and emotional responses within a Math e-learning environment. We conducted a pilot study with Japanese children aged 9-10 years, comparing their interaction with autonomous multi-modal embodied agents versus voice-only, non-embodied agents. While both conditions were perceived as helpful for maintaining focus and improving Math performance, no significant differences were observed between them. However, the embodied agents elicited significantly more positive emotional reactions, such as excitement and smiles, whereas the non-embodied agents resulted in negative expressions such as frowns and boredom. These findings highlight the potential of utilizing the advantages of combining physical and virtual agents to improve the quality of education in e-learning platforms.