Teachy Mini：用于高等教育的基于知识的生成式社交机器人的开发与初步评估
Teachy Mini: Development and Preliminary Evaluation of a Knowledge-Based Generative Social Robot for Higher Education
- Institute of Information Systems, Zurich University of Applied Sciences（苏黎世应用科学大学信息系统研究所）
- Center for Cognitive Interaction Technology, Bielefeld University（比勒费尔德大学认知交互技术中心）
机构由 AI 辅助整理，请以论文原文为准。
AI总结：
研究针对生成式社交机器人在高等教育辅导中的风险，基于知识的设计要求开发Teachy Mini系统，经初步评估，该系统在负责任辅导行为及个性化等方面表现更佳，虽在部分方面与对照无显著差异，但显示出基于知识的设计对学习效果有积极作用。
AI中文摘要：
由大语言模型驱动的生成式社交机器人为高等教育中的个性化辅导带来了新可能，但也带来了信息错误、缺乏透明度或强化学生错误回答等风险。先前工作确定了基于知识的设计要求，本文通过系统提示、检索增强生成和有状态提示编排，在Reachy Mini机器人平台上实现了选定的要求，开发了Teachy Mini系统。通过对24名参与者进行初步评估研究，发现Teachy Mini比对照机器人更符合负责任的辅导行为，且在个性化等方面表现更一致。虽然在系统接受度等方面无显著差异，但探索性分析表明基于知识的设计对客观学习收获有积极影响。总体而言，该研究对基于知识的设计在生成式社交机器人辅导中的应用进行了初步实施和评估，表明其可塑造负责任的机器人行为并可能提高学习效果。
英文摘要：
Generative social robots (GSRs) powered by large language models offer new possibilities for personalized tutoring in higher education, but also introduce risks related to misinformation, missing transparency, or reinforcing incorrect student responses. Prior work identified knowledge-based design (KBD) requirements that define the informational prerequisites for GSRs to manifest responsible and effective tutoring behavior in higher education. In this paper, we operationalized selected KBD requirements in the Reachy Mini robot platform through system prompting, retrieval-augmented generation, and stateful prompt orchestration. As a result, we present Teachy Mini, a GSR tutoring system that was developed using KBD. To test the system, we conducted a preliminary evaluation study. Participants (N = 24) completed a robot-guided learning session about research methodologies. They learned either with Teachy Mini or with a control version that did not follow KBD principles. Teachy Mini was perceived as significantly more aligned with responsible tutoring behavior than the control robot. Moreover, a manipulation check illustrated that Teachy Mini used personalization, slide-grounded explanations, Socratic questioning, affective support, and learner-anchored feedback more consistently than the control robot. No significant between-condition differences were found in system acceptance, intrinsic motivation, or learning effectiveness, although exploratory analyses suggested a positive effect of KBD on objective learning gains when accounting for learner preferences. Overall, the study offered an initial implementation and preliminary evaluation of KBD for GSR tutoring, indicating that KBD can shape responsible robot behavior and potentially increase learning effectiveness in robot-supported learning.
