COGNITIVE LEARNING AND ROBOTICS: INNOVATIVE TEACHING FOR INCLUSIVITY
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Date
2022
Authors
Oralbayeva, Nurziya
Amirova, Aida
CohenMiller, Anna
Sandygulova, Anara
Journal Title
Journal ISSN
Volume Title
Publisher
Multimodal Technologies and Interaction
Abstract
We present the interdisciplinary CoWriting Kazakh project in which a social robot acts
as a peer in learning the new Kazakh Latin alphabet, to which Kazakhstan is going to shift from
the current Kazakh Cyrillic by 2030. We discuss the past literature on cognitive learning and script
acquisition in-depth and present a theoretical framing for this study. The results of word and letter
analyses from two user studies conducted between 2019 and 2020 are presented. Learning the
new alphabet through Kazakh words with two or more syllables and special native letters resulted
in significant learning gains. These results suggest that reciprocal Cyrillic-to-Latin script learning
results in considerable cognitive benefits due to mental conversion, word choice, and handwriting
practices. Overall, this system enables school-age children to practice the new Kazakh Latin script in
an engaging learning scenario. The proposed theoretical framework illuminates the understanding
of teaching and learning within the multimodal robot-assisted script learning scenario and beyond
its scope.
Description
Keywords
Type of access: Open Access, cognitive language learning, robotics, robot-assisted alphabet learning, robot-assisted script learning, alphabet reform, script learning, inclusion
Citation
Oralbayeva, N., Amirova, A., CohenMiller, A., & Sandygulova, A. (2022). Cognitive Learning and Robotics: Innovative Teaching for Inclusivity. Multimodal Technologies and Interaction, 6(8), 65. https://doi.org/10.3390/mti6080065