As technology is increasingly integrated into the classroom, understanding the facilitators and barriers for deployment becomes an important part of the process. While systems that employ traditional WIMP-based interfaces have a wellestablished body of work describing their integration into classroom environments, more novel technologies generally lack such a foundation to guide their advancement. In this paper we present Robo-Tangible Activities for Geometry (rTAG), a tangible learning environment that utilizes a teachable agent framing, together with a physical robotic agent. We describe its deployment in a school environment, qualitatively analyzing how teachers chose to orchestrate its use, the value they saw in it, and the barriers they faced while organizing the sessions with their students. Based on this analysis, we extract four recommendations that aid in designing and deploying systems that make use of affordances that are similar to those of the rTAG system.

Additional Metadata
Keywords Classroom integration, Embodied learning, Social robot, Teachable agents
Persistent URL dx.doi.org/10.1145/2858036.2858454
Conference 34th Annual Conference on Human Factors in Computing Systems, CHI 2016
Citation
Girotto, V. (Victor), Lozano, C. (Cecil), Muldner, K, Burleson, W. (Winslow), & Walker, E. (Erin). (2016). Lessons learned from in-school use of rtag: A robo-tangible learning environment. In Conference on Human Factors in Computing Systems - Proceedings (pp. 919–930). doi:10.1145/2858036.2858454