Effects of Various Behaviours in the Break Times between Learning
Abstract
:1. Introduction
2. Related Work
3. The Behaviours in Break Times
3.1. Quiet Breaks
3.2. Active Breaks
3.3. Communication Breaks
- (1)
- Raise a flag: In this game, the user raises a red or white flag in accordance with a command spoken by RoBoHoN. The user can execute four actions: raising the red flag, dropping the red flag, raising the white flag, and dropping the white flag. These actions could be taken through the input of the keyboard connected to RoBoHoN, by assigning a corresponding key to each. For example, if RoBoHoN says “Raise a red”, the player has to press the key corresponding to raising the red flag. In the case of a correct answer, RoBoHoN moves the flag according to the spoken command, making it a visually enjoyable game.
- (2)
- Answer a riddle: The user hears the riddle told by RoBoHoN and gives the answer verbally. If the user misses the spoken riddle, they tell “please say that again” to RoBoHoN, who will say the riddle again. We had programmed five riddles, and RoBoHoN randomly chooses which one to say.
- (3)
- Guess who-I-am: The learner guessed what or who RoBoHoN was from spoken hints that it provided. RoBoHoN pretended to be an object, a person, or an animal. Upon hearing a hint (for example, “I am humanoid”), the learner made a guess. If the guess was correct, the game ended. If it was incorrect, RoBoHoN provided another hint. If the learner did not guess correctly after a certain number of hints, the game was considered over.
- (4)
- Enjoy dancing: In this behaviour, RoBoHoN danced while playing music. More than 20 dance numbers were programmed and performed randomly. If requested, RoBoHoN performed a specially designed dance form “Koi dance”.
4. Mathematical Calculation
5. Experiments
5.1. Experimental Outline
5.2. Experimental Results
5.3. Questionnaire
6. Conclusions
Author Contributions
Funding
Conflicts of Interest
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The Contents of Behaviours | The Number of Data | |
---|---|---|
Group 1 (G1) | listening to music | 13 |
Group 2 (G2) | reading a book | 12 |
Group 3 (G3) | doing nothing | 18 |
Group 4 (G4) | a fly-tapping game | 12 |
Group 5 (G5) | a dog-care game | 13 |
Group 6 (G6) | playing with RoBoHoN | 5 |
Group 7 (G7) | playing with aibo | 5 |
No. | Statement | G1 (Music) | G2 (Book) | G3 (Nothing) | G4 (Fly) | G5 (Dog) | G6 (RoBoHoN) | G7 (Aibo) |
---|---|---|---|---|---|---|---|---|
1 | I concentrated in the 1st session. | 3.8 | 3.3 | 3.7 | 4.3 | 3.8 | 3.8 | 3.4 |
2 | I concentrated in the 2nd session. | 3.5 | 3.3 | 3.8 | 3.7 | 3.7 | 4.0 | 4.0 |
3 | I concentrated in the 3rd session. | 3.8 | 3.0 | 4.2 | 3.7 | 3.7 | 3.0 | 3.6 |
4 | I kept my concentration throughout the entire work. | 3.8 | 3.2 | 4.0 | 3.0 | 3.6 | 2.6 | 3.6 |
5 | I felt well-refreshed by the resting behaviour. | 4.5 | 3.3 | 3.5 | 3.3 | 3.7 | 4.0 | 4.0 |
6 | I felt that the resting behaviour improved my concentration. | 4.5 | 3.2 | 3.8 | 3.2 | 3.7 | ― | ― |
7 | The resting behaviour was effective. | 3.0 | 3.2 | 3.5 | 2.7 | 3.2 | 3.0 | 4.0 |
8 | The length of break was appropriate. | 2.5 | 3.3 | 3.9 | 3.7 | 3.4 | 2.8 | 2.6 |
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Ito, T.; Takahashi, K. Effects of Various Behaviours in the Break Times between Learning. Information 2020, 11, 407. https://doi.org/10.3390/info11090407
Ito T, Takahashi K. Effects of Various Behaviours in the Break Times between Learning. Information. 2020; 11(9):407. https://doi.org/10.3390/info11090407
Chicago/Turabian StyleIto, Takashi, and Kenichi Takahashi. 2020. "Effects of Various Behaviours in the Break Times between Learning" Information 11, no. 9: 407. https://doi.org/10.3390/info11090407
APA StyleIto, T., & Takahashi, K. (2020). Effects of Various Behaviours in the Break Times between Learning. Information, 11(9), 407. https://doi.org/10.3390/info11090407