Abstract:

Digitization is taking place unchallenged in all areas of life. The accompanying automation is an integral part of this development. This development does not stop in the "classroom" either. Be it that the use of mobile devices is increasingly becoming part of the interaction with students, be it that online offers such as Massive Open Online Course (MOOC) are increasingly used in the context of education or video conferencing systems for teaching such as Adobe Connect. In the future, it would also be conceivable for robots to take over parts of the interaction in the classroom.

To check the students' knowledge level or for repetition purposes, there is the possibility to conduct quizzes via Moodle or other platforms. These quizzes are rather traditional and not particularly stimulating, so that there is no great incentive for students to take them unless learning points or similar are awarded. Not everywhere are these types of quizzes used in the classroom. Game-based learning platforms like Kahoot! are finding more and more use in teaching. The quizzes that can be conducted via the Kahoot! web service are more exciting and entertaining for students than those that are possible via Moodle, for example. By conducting quizzes via the web service Kahoot!, they can be made more exciting and entertaining for the students, since, for example, the results after each question are visible to everyone, thus adding a competitive and playful aspect.

Nevertheless, if game-based learning platforms such as Kahoot! are used, the quiz progress is generally not commented, but rather "worked through".
We have implemented a service that enables the humanoid robot Pepper to do a Kahoot! quiz in class. The service enables Pepper to conduct quizzes independently and with commentary possibilities. Unlike a simple PC, Pepper can use gestures and interactions such as eye contact and changing colors to make the interaction more "human" and emotional.

The inclusion of Pepper as the moderator of the quiz might increase its appeal to students and an additional innovative aspect will be added to the quiz. By using the robot, lecturers can be relieved and quizzes that have already been prepared can be conducted without much effort even by people who are not familiar with the subject or inexperienced.

The robot is able to keep track of the complete course of the quiz at any time and to comment on it (e.g. now on the first place is…). The execution by "Pepper" would generally have five special aspects:
1. students are given an outlook into the future social interaction of robots and humans.
2. the course of the quiz can be commented by a robot.
3. the quiz can be conducted independently of lecturers.
4. students can experience social interaction with robots themselves and use this experience for the future.

We have done several quizzes in different classes with 89 students, and we got feedback out of a survey from 58 students. We used a Likert scale from 1 to 5 (totally disagree to totally agree) for 7 questions and used open answers for two questions to get qualitative feedback. In average the response to Q1 “How much fun was the test with pepper?” were 4.5 and to Q3 “How good were pepper's explanations” 4.1. As a preview of some qualitative feedback most mentioned aspects were on the positive side “funny, something new” on the negative side “melody of voice can be boring,”. More in the final paper and perhaps live in Seville.

Keywords:

Humanoid robot, pepper, kahoot, digitization.