Confirmation d'un principe pédagogique qui me semble évident, mais qui est peut-être moins efficace au fur et à mesure que les enfants grandissent ... quoique ...
Shizuko Matsuzoe and Fumihide Tanaka at the University of Tsukuba, Japan, set up an experiment to find out how different levels of competence in a robot teacher affected children's success in learning English words for shapes.
They observed how 19 children aged between 4 and 8 interacted with a humanoid Nao robot in a learning game in which each child had to draw the shape that corresponded to an English word such as 'circle', 'square', 'crescent', or 'heart'.
The researchers operated the robot from a room next to the classroom so that it appeared weak and feeble, and the children were encouraged to take on the role of carers. The robot could then either act as an instructor, drawing the correct shape for the child, or make mistakes and act as if it didn't know the answer.
When the robot got a shape wrong, the child could teach the robot how to draw it correctly by guiding its hand. The robot then either "learned" the English word for that shape or continued to make mistakes. > Matsuzoe and Tanaka found that the children did best when the robot appeared to learn from them. This also made the children more likely to want to continue learning with the robot.
"Unsure robots make better teachers than know-alls" (New Scientist, 31/08/2012)
