“iRobiQ”: the influence of bidirectional interaction on kindergarteners’ reading motivation, literacy, and behavior

Hsien Sheng Hsiao, Cheng Sian Chang*, Chien Yu Lin, Hsiu Ling Hsu

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

42 Citations (Scopus)


This study focused on an intelligent robot which was viewed as a language teaching/learning tool to improve children’s reading ability, reading interest, and learning behavior. The iRobiQ, with its multimedia contents, was employed to encourage children to read, speak, and answer questions. Fifty-seven pre-kindergarteners participated in this study, and they were divided into an experimental group (30 children using iRobiQ) and a control group (27 children using a tablet-PC). After 2 months of experiments, the reading ability of the experimental group was better than that of the control group. It was found that using iRobiQ as a learning tool had many advantages, for example, the enhancement of learners’ reading literacy, in comparison with the use of tablet-PC. In this study, there were three interesting findings: (1) iRobiQ is a more effective learning companion as compared to tablet-PC; (2) iRobiQ is a bidirectional interactive toy; and (3) iRobiQ can foster and promote the peer collaboration and competition because it has intriguing characteristics, particularly its communicative and interactive functions. The bidirectional interactive robots allow pre-kindergarten teachers to create more active and interactive learning environment for children and provide the children with more various learning contents.

Original languageEnglish
Pages (from-to)269-292
Number of pages24
JournalInteractive Learning Environments
Issue number3
Publication statusPublished - 2015 May 4


  • Chinese language learning
  • bidirectional interaction
  • learning companions
  • reading behavior
  • reading literacy

ASJC Scopus subject areas

  • Education
  • Computer Science Applications


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