Experimental Study of Ludoeducational Robotics to Teaching of a Second Language: Human–Robot Interaction and Play Among Students in Mexico
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Eduardo Vázquez Bonilla
[1]
;
Anilú Franco-Árcega
[1]
;
Virgilio López-Morales
[1]
;
Manuel Alejandro Ojeda-Misses
[1]
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[1] Universidad Autónoma del Estado de Hidalgo
Universidad Autónoma del Estado de Hidalgo
México
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- Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 20, Vol. 1, 2025, págs. 358-371
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
This study explores the impact of ludoeducational robotics on second language learning through the implementation of two interactive applications developed for the Ludibot robot. The aim was to assess whether these applications, based on constructivist and interactionist principles, could enhance learner motivation, improve vocabulary and grammar acquisition, and support meaningful engagement in French language learning. A total of 82 postgraduate students in Mexico participated in individual 45-minute sessions guided by a French instructor. During these sessions, students interacted with Ludibot using voice and computer peripherals to engage with the educational games. Data was collected through a 20-item post-session questionnaire exploring perceptions of educational robotics. The results showed high levels of user satisfaction, particularly regarding usability and motivation. Quantitative data confirmed that students found the experience enjoyable and valuable, though some expressed concerns about overreliance on technology. The system’s technical foundation involves two main architectures employing specialized components, a custom nonlinear control law for locomotion, and the integration of external sensors like the Kinect. The study contributes to the growing field of ludoeducational robotics by offering a pedagogically grounded model that integrates robotics, gamification, and language didactics. Key implementation challenges included ensuring precise Kinect sensor calibration and developing robust communication protocols for the real-time interaction between multiple subsystems. It demonstrates that non-adaptive robots can still provide effective learning experiences when carefully designed. The findings support the inclusion of robotics in language education and point to the need for further research on adaptive systems, diverse learner populations, and long-term learning outcomes.
