{"id":37,"date":"2023-06-29T12:35:01","date_gmt":"2023-06-29T12:35:01","guid":{"rendered":"https:\/\/www.ai.rug.nl\/paulvogt\/?page_id=37"},"modified":"2023-06-29T13:50:24","modified_gmt":"2023-06-29T13:50:24","slug":"l2tor","status":"publish","type":"page","link":"https:\/\/www.ai.rug.nl\/paulvogt\/my-research\/l2tor\/","title":{"rendered":"L2TOR"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\">Second Language Tutoring using Social Robots<\/h2>\n\n\n\n<figure class=\"wp-block-image alignright\"><a href=\"http:\/\/www.l2tor.eu\/\" target=\"_blank\" rel=\"noreferrer noopener\"><img decoding=\"async\" src=\"http:\/\/www.l2tor.eu\/effe\/wp-content\/themes\/Universiteit\/images\/886f27688439715514e6fe02b69b1e7b_logo.png\" alt=\"\"\/><\/a><\/figure>\n\n\n\n<p>L2TOR (pronounced \u2018el tutor\u2019) is a research project funded by the Horizon 2020 programme of the European Commission, which ran from 2016-2019. The project aims to design a child-friendly tutor robot that can be used to support teaching preschool children a second language (L2) by interacting with children in their social and referential world. For more details, consult the project&#8217;s <a rel=\"noreferrer noopener\" href=\"http:\/\/www.l2tor.eu\/\" target=\"_blank\">website<\/a>.<\/p>\n\n\n\n<p><strong>Selected publications:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>de Wit, J., Vogt, P., &amp; Krahmer, E. (2023). The design and observed effects of robot-performed manual gestures: A systematic review. <em>ACM Transactions on Human-Robot Interaction<\/em>, <em>12<\/em>(1), 1-62. <a href=\"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3549530\" target=\"_blank\" rel=\"noreferrer noopener\">PDF<\/a><\/li>\n\n\n\n<li>de Haas, M., Vogt, P., van den Berghe, R., Leseman, P., Oudgenoeg-Paz, O., Willemsen, B., &#8230; &amp; Krahmer, E. (2022). Engagement in longitudinal child-robot language learning interactions: Disentangling robot and task engagement. <em>International Journal of Child-Computer Interaction<\/em>, <em>33<\/em>, 100501. <a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S2212868922000332\" target=\"_blank\" rel=\"noreferrer noopener\">HTML<\/a><\/li>\n\n\n\n<li>de Wit, J., Willemsen, B., de Haas, M., van den Berghe, R., Leseman, P., Oudgenoeg-Paz, O., Verhagen, J., <strong>Vogt, P.<\/strong> &amp; Krahmer, E. (2021). Designing and Evaluating Iconic Gestures for Child-Robot Second Language Learning. <em>Interacting with Computers<\/em>, <em>33<\/em>(6), 596-626. <a href=\"https:\/\/academic.oup.com\/iwc\/article\/33\/6\/596\/6607767\" target=\"_blank\" rel=\"noreferrer noopener\">PDF<\/a><\/li>\n\n\n\n<li>van den Berghe, R., de Haas, M., Oudgenoeg\u2010Paz, O., Krahmer, E., Verhagen, J., <strong>Vogt, P.<\/strong>, &#8230; &amp; Leseman, P. (2021). A toy or a friend? Children&#8217;s anthropomorphic beliefs about robots and how these relate to second\u2010language word learning. <em>Journal of Computer Assisted Learning<\/em>, <em>37<\/em>(2), 396-410. <a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/pdfdirect\/10.1111\/jcal.12497\" target=\"_blank\" rel=\"noreferrer noopener\">PDF<\/a><\/li>\n\n\n\n<li>de Haas, M., <strong>Vogt, P.<\/strong>, &amp; Krahmer, E. (2020). The effects of feedback on children&#8217;s engagement and learning outcomes in robot-assisted second language learning. <em>Frontiers in Robotics and AI, 7: 101<\/em>. <a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/frobt.2020.00101\/full\" target=\"_blank\" rel=\"noreferrer noopener\">HTML<\/a><\/li>\n\n\n\n<li>de Wit, J., Krahmer, E. &amp; <strong>Vogt, P.<\/strong> (2020) Introducing the NEMO-Lowlands iconic gesture dataset, collected through a gameful human\u2013robot interaction. <em>Behavior Research Methods, 53: 1353-1370<\/em>. <a href=\"https:\/\/link.springer.com\/article\/10.3758\/s13428-020-01487-0\" target=\"_blank\" rel=\"noreferrer noopener\">HTML<\/a><\/li>\n\n\n\n<li>van Minkelen, P., Gruson, C., van Hees, P., Willems, M., de Wit, J., Aarts, R., Denissen, J., &amp; <strong>Vogt, P.<\/strong> (2020). Using self-determination theory in social robots to increase motivation in L2 word learning. ACM Transactions on Human-Robot Interaction. <a href=\"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3319502.3374828\" target=\"_blank\" rel=\"noreferrer noopener\">PDF<\/a><\/li>\n\n\n\n<li>de Wit, J., Brandse, A., Krahmer, E., &amp; <strong>Vogt, P.<\/strong> (2020). Varied Human-Like Gestures for Social Robots: Investigating the Effects on Children&#8217;s Engagement and Language Learning. In Proceedings of the 2020 ACM\/IEEE International Conference on Human-Robot Interaction (pp. 359-367) <a href=\"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/3319502.3374815\" target=\"_blank\" rel=\"noreferrer noopener\">PDF<\/a><\/li>\n\n\n\n<li><strong>Vogt, P.<\/strong>, van den Berghe, R., M. de Haas, L. Hoffmann, J. Kanero, E. Mamus, et al.  (2019). Second Language Tutoring using Social Robots. A Large-Scale Study. In Proceedings of the 2019 ACM\/IEEE International Conference on Human-Robot Interaction (HRI 2019) (<strong>Best paper award<\/strong>.) <a href=\"https:\/\/ieeexplore.ieee.org\/stamp\/stamp.jsp?arnumber=8673077\" target=\"_blank\" rel=\"noreferrer noopener\">PDF<\/a><\/li>\n\n\n\n<li>De Wit, J., Schodde, T., Willemsen, B., Bergmann, K., de Haas, M., Kopp, S., Krahmer, E.J., &amp; Vogt, P. (2018). The Effect of a Robot\u2019s Gestures and Adaptive Tutoring on Children\u2019s Acquisition of Second Language Vocabularies. In <em>Proceedings of the 13<sup>th<\/sup> Annual ACM International Conference on Human-Robot Interaction (HRI\u201918) <\/em><a rel=\"noreferrer noopener\" href=\"https:\/\/dl.acm.org\/citation.cfm?id=3171277\" target=\"_blank\">Link<\/a>.<\/li>\n\n\n\n<li>Tony Belpaeme, Paul Vogt, Rianne van den Berghe, Kirsten Bergmann, Tilbe G\u00f6ksun, Mirjam de Haas, et al. (2018) Guidelines for Designing Social Robots as Second Language Tutors. International Journal of Social Robotics.&nbsp;<a rel=\"noreferrer noopener\" href=\"https:\/\/link.springer.com\/epdf\/10.1007\/s12369-018-0467-6?author_access_token=aOo5TFaX9vEDiBU4jfxFLve4RwlQNchNByi7wbcMAY6UvAslVbxLmt8FqrW6dx_4pTwjKI_kdw4cQUZQnQj_EUxrF57GOkqdAmGCseBnKy66FsL_c1aXHt2FA6yWYJ16SQ8kwg7LApzqxb3AH0onxg%3D%3D\" target=\"_blank\">PDF<\/a><\/li>\n\n\n\n<li>Paul Vogt, Mirjam de Haas, Chiara de Jong, Peta Baxter and Emiel Krahmer (2017) Child-Robot Interactions for Second Language Tutoring to Preschool Children. Frontiers Human Neuroscience 11,73. <a rel=\"noreferrer noopener\" href=\"http:\/\/journal.frontiersin.org\/article\/10.3389\/fnhum.2017.00073\/full\" target=\"_blank\">DOI<\/a><\/li>\n<\/ul>\n\n\n\n<p><\/p>\n\n\n\n<p><strong>Core Tilburg team:<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image alignright size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.ai.rug.nl\/paulvogt\/wp-content\/uploads\/2023\/06\/4-1024x575.jpg\" alt=\"\" class=\"wp-image-58\" width=\"450\" height=\"252\" srcset=\"https:\/\/www.ai.rug.nl\/paulvogt\/wp-content\/uploads\/2023\/06\/4-1024x575.jpg 1024w, https:\/\/www.ai.rug.nl\/paulvogt\/wp-content\/uploads\/2023\/06\/4-300x168.jpg 300w, https:\/\/www.ai.rug.nl\/paulvogt\/wp-content\/uploads\/2023\/06\/4-768x431.jpg 768w, https:\/\/www.ai.rug.nl\/paulvogt\/wp-content\/uploads\/2023\/06\/4-1536x862.jpg 1536w, https:\/\/www.ai.rug.nl\/paulvogt\/wp-content\/uploads\/2023\/06\/4.jpg 1632w\" sizes=\"auto, (max-width: 450px) 100vw, 450px\" \/><\/figure>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Paul Vogt (PI)<\/li>\n\n\n\n<li>Emiel Krahmer (PI)<\/li>\n\n\n\n<li>Mirjam de Haas (PhD student)<\/li>\n\n\n\n<li>Jan de Wit (PhD student)<\/li>\n\n\n\n<li>Bram Willemsen (researcher)<\/li>\n<\/ul>\n\n\n\n<p><\/p>\n\n\n\n<p><strong>Collaborators:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Tony Belpaeme (UGent)<\/li>\n\n\n\n<li>Stefan Kopp (Univ of Bielefeld)<\/li>\n\n\n\n<li>Aylin K\u00fcntay (Univ of Ko\u00e7)<\/li>\n\n\n\n<li>Paul Leseman (Univ of Utrecht)<\/li>\n\n\n\n<li>Rian Aarts (Tilburg University)<\/li>\n<\/ul>\n\n\n\n<p><\/p>\n\n\n\n<p><strong>Past students:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Pieter Wolfert<\/li>\n\n\n\n<li>Chani Savelberg<\/li>\n\n\n\n<li>Reinjet Oostdijk<\/li>\n\n\n\n<li>Nicole Goossens<\/li>\n\n\n\n<li>Elise van Wonderen<\/li>\n\n\n\n<li>Chiara de Jong<\/li>\n\n\n\n<li>Emmy Rintjema<\/li>\n\n\n\n<li>Peta Baxter<\/li>\n\n\n\n<li>Anne Kessels<\/li>\n\n\n\n<li>Marijn Peters Rit<\/li>\n\n\n\n<li>Sanne van Gulik<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Second Language Tutoring using Social Robots L2TOR (pronounced \u2018el tutor\u2019) is a research project funded by the Horizon 2020 programme of the European Commission, which ran from 2016-2019. The project aims to design a child-friendly tutor robot that can be used to support teaching preschool children a second language (L2) by interacting with children in [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":25,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-37","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.ai.rug.nl\/paulvogt\/wp-json\/wp\/v2\/pages\/37","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ai.rug.nl\/paulvogt\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ai.rug.nl\/paulvogt\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ai.rug.nl\/paulvogt\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ai.rug.nl\/paulvogt\/wp-json\/wp\/v2\/comments?post=37"}],"version-history":[{"count":6,"href":"https:\/\/www.ai.rug.nl\/paulvogt\/wp-json\/wp\/v2\/pages\/37\/revisions"}],"predecessor-version":[{"id":76,"href":"https:\/\/www.ai.rug.nl\/paulvogt\/wp-json\/wp\/v2\/pages\/37\/revisions\/76"}],"up":[{"embeddable":true,"href":"https:\/\/www.ai.rug.nl\/paulvogt\/wp-json\/wp\/v2\/pages\/25"}],"wp:attachment":[{"href":"https:\/\/www.ai.rug.nl\/paulvogt\/wp-json\/wp\/v2\/media?parent=37"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}