{'fraction_non_alphanumeric': 0.022566995768688293, 'fraction_numerical': 0.004231311706629055, 'mean_word_length': 5.635514018691588, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
How Can Social Robots Motivate Students to Practice Math?

In this paper, we describe the social perceptions and emotions of 5th grade students (N=22) studying multiplication with a social robot by measuring students' multiplication knowledge, their perceptions of the technologies, emotions after interaction, willingness to continue, and preference for technology use. The goal of this study was to investigate specific social traits that lead to increasing students' motivation to learn math with a robot and promoting robot acceptance. Our results show that students' positive perceptions and attitudes toward a robot tutor leads to student motivation, as well as intentional acceptance of the technology.