Changes in the Number of Solved Problems by the Learner when Negotiating with a Robot

In recent years, educational support robots have been attracting attention. In conventional robots, the leaner cannot learn in a self-directed learning environment where they decide the number of problems by themselves. As a remedy, we proposed the Problem-Number Negotiation Method by deciding the number of problems through a conversation with the learner before learning. However, this method has not been verified in terms of changes in the number of problems through long-term collaborative learning. In this paper, we examine the effect of long-term learning with a robot that uses proposed method on the number of problems by university students.