Introducing a Model for (Long-term) Personalization of the Behavior of a Social Robot Tutor based on Self-determination Theory and Empirical Findings

Technology-supported learning is an integral part of everyday learning. Adaptive tutoring systems are already widespread, but they often lack the social component of learning. Social robots can provide personalized tutoring as well as social interaction and can thus address this challenge. In this contribution, we present a model to personalize the behavior of a social robot tutor for higher education which has both a theoretical as well as an empirical foundation: Theoretically, it is based on the well-known Self-Determination Theory (SDT) that assumes that intrinsic motivation is strongly related to the fulfillment of three basic human needs, namely the need for autonomy, competence, and relatedness. Empirically it is based on the results of four studies with university students that demonstrate that particularly adaptation on a social level is beneficial. The final model considers the personalization of the robotic tutor's behavior based on the current learning content and its social behavior and also considers a long-term perspective for multi-session learning. Thereby each of the three layers of SDT is addressed in multiple ways. This is one of the first models that contain a long-term perspective and is particularly designed for higher education.