NAO Motivator: Learn to Motivate, Motivate to Learn

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has title::NAO Motivator: Learn to Motivate, Motivate to Learn
status: finished
Student name: student name::Chrissy van der Wal
Start start date:=2010/09/01
End end date:=2011/05/31
Supervisor: Joris Janssen (TNO), Michel Klein (VU)
Company: has company::TNO
Poster: has poster::Media:Poster_Chrissy.pdf

Signature supervisor



Research described in this thesis is performed within the framework of the Aliz-E project. The goal of the project is to develop a robot that can establish a long-term interactive bond with a child diagnosed with diabetes. The child must be motivated by the robot to learn from the robot and keep interacting with the robot. To that end, we have researched what factors are of influence on the motivation of a child, how a game can be composed that will implement these factors and how effective this game is. We will answer these first two questions by doing an extensive literature study and implementing the results from the study, the third question was answered by conducting a field experiment. Results showed that there are a number of contributing factors for increasing motivation, such as praise, optimal challenge, competition and self-determination. Diminishing factors include negative feedback, surveillance and deadlines. We incorporated these factors into a game called the Simon game. The next step was to do a field experiment, in which children played with either a robot that provided an optimal challenge and was thus adaptive on performance or a robot that did not provide an optimal challenge and was thus non-adaptive on performance. The other influential factors were incorporated into both robots and kept constant for all participants. The motivation was measured using the Intrinsic Motivation Inventory (IMI) questionnaire and exposing the children to a free-choice period (fcp), in which they could choose what activity to do. The amount of time spend with the robot was a objective measure for the motivation. Results showed that the amount of time played with the robot for the children that interacted with the adaptive robot was significantly higher than for the children that interacted with the non-adaptive robot.