{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,17]],"date-time":"2026-06-17T13:06:24Z","timestamp":1781701584627,"version":"3.54.5"},"reference-count":92,"publisher":"Oxford University Press (OUP)","issue":"6","license":[{"start":{"date-parts":[[2022,6,15]],"date-time":"2022-06-15T00:00:00Z","timestamp":1655251200000},"content-version":"vor","delay-in-days":321,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2021,7,29]]},"abstract":"<jats:title>Abstract<\/jats:title>\n               <jats:p>In this paper, we examine the process of designing robot-performed iconic hand gestures in the context of a long-term study into second language tutoring with children of approximately 5 years old. We explore four factors that may relate to their efficacy in supporting second language tutoring: the age of participating children; differences between gestures for various semantic categories, e.g. measurement words, such as small, versus counting words, such as five; the quality (comprehensibility) of the robot\u2019s gestures; and spontaneous reenactment or imitation of the gestures. Age was found to relate to children\u2019s learning outcomes, with older children benefiting more from the robot\u2019s iconic gestures than younger children, particularly for measurement words. We found no conclusive evidence that the quality of the gestures or spontaneous reenactment of said gestures related to learning outcomes. We further propose several improvements to the process of designing and implementing a robot\u2019s iconic gesture repertoire.<\/jats:p>","DOI":"10.1093\/iwc\/iwac013","type":"journal-article","created":{"date-parts":[[2022,6,15]],"date-time":"2022-06-15T14:29:31Z","timestamp":1655303371000},"page":"596-626","source":"Crossref","is-referenced-by-count":8,"title":["Designing and Evaluating Iconic Gestures for Child-Robot Second Language Learning"],"prefix":"10.1093","volume":"33","author":[{"given":"Jan","family":"de Wit","sequence":"first","affiliation":[{"name":"Department of Communication and Cognition, Tilburg University , Tilburg, the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Bram","family":"Willemsen","sequence":"additional","affiliation":[{"name":"Department of Intelligent Systems, KTH Royal Institute of Technology , Stockholm, Sweden"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Mirjam","family":"de Haas","sequence":"additional","affiliation":[{"name":"Department of Cognitive Science and Artificial Intelligence, Tilburg University , Tilburg, the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Rianne","family":"van den Berghe","sequence":"additional","affiliation":[{"name":"Department of Development of Youth and Education in Diverse Societies, Utrecht University , Utrecht, the Netherlands"},{"name":"Section Leadership in Education and Development, Windesheim University of Applied Sciences , Almere, the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Paul","family":"Leseman","sequence":"additional","affiliation":[{"name":"Department of Development of Youth and Education in Diverse Societies, Utrecht University , Utrecht, the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Ora","family":"Oudgenoeg-Paz","sequence":"additional","affiliation":[{"name":"Department of Development of Youth and Education in Diverse Societies, Utrecht University , Utrecht, the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Josje","family":"Verhagen","sequence":"additional","affiliation":[{"name":"Amsterdam Center for Language and Communication, University of Amsterdam, Amsterdam , the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Paul","family":"Vogt","sequence":"additional","affiliation":[{"name":"School of Communication, Media & IT, Hanze University of Applied Sciences , Groningen, the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Emiel","family":"Krahmer","sequence":"additional","affiliation":[{"name":"Department of Communication and Cognition, Tilburg University , Tilburg, the Netherlands"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"286","published-online":{"date-parts":[[2022,6,13]]},"reference":[{"key":"2022080813110761600_ref1","first-page":"297","article-title":"Understanding behaviours and roles for social and adaptive robots in education: teacher\u2019s perspective","author":"Ahmad","year":"2016","journal-title":"In Proc. 4th International Conference on Human Agent Interaction"},{"key":"2022080813110761600_ref2","doi-asserted-by":"crossref","first-page":"523","DOI":"10.1007\/s12369-015-0286-y","article-title":"The impact of social robotics on L2 learners\u2019 anxiety and attitude in English vocabulary acquisition","volume":"7","author":"Alemi","year":"2015","journal-title":"Int. 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