MotiBo: The Impact of Interactive Digital Storytelling Robots on Student Motivation through Self-Determination Theory

Creativity is increasingly recognized as an important skill in education, and storytelling can enhance motivation and engagement among students. However, conventional storytelling methods often lack the interactive elements necessary to engage students. To this end, this study examines the impact of an interactive digital storytelling system incorporating a human-like robot on student engagement and creativity. The study aims to compare engagement levels across three modalities: paper-based, PowerPoint, and robot-assisted storytelling, MotiBo. Utilizing a quasi-experimental design, this work involves three groups of students who interact with the storytelling system over a five-day learning. Findings reveal that students using MotiBo exhibit statistically significant improvement in behavioural and cognitive engagement compared to those using traditional methods. These results suggest that the integration of novel technologies can effectively enhance the learning experience, ultimately promoting creativity and self-learning ability in educational settings. Future research will investigate the long-term effects of these technologies on learning outcomes and explore their potential for broader applications in diverse educational contexts.

LiveBo: Empowering Non-Chinese Speaking Students through AI-Driven Real-Life Scenarios in Cantonese

Language learning is a multifaceted process. Insufficient vocabulary can hinder communication and lead to demotivation. For non-Chinese speaking (NCS) students, learning Traditional Chinese (Cantonese) poses distinct challenges, particularly due to the complexity of converting spoken and written forms. To address this issue, this study examines the effectiveness of real-life scenario simulations integrated with interactive social robots in enhancing NCS student engagement and language acquisition. The research employs a quasi-experimental design involving NCS students who interact with an AI-driven, robot-assisted language learning system, LiveBo. The study aims to assess the impact of this innovative approach on active participation and motivation. Data are collected through proficiency tests, questionnaires and semi-structured interviews. Findings indicate that NCS students experience positive improvements in behavioural and emotional engagement, motivation and learning outcomes, highlighting the potential of integrating novel technologies in language education. We plan to compare with the control group in the future. This study highlights the significance of interactive and immersive learning experiences in promoting motivation and enhancing language acquisition among NCS students.