{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,13]],"date-time":"2026-10-13T17:31:51Z","timestamp":1791912711091,"version":"4.3.4"},"reference-count":48,"publisher":"MDPI AG","issue":"3","license":[{"start":{"date-parts":[[2023,1,20]],"date-time":"2023-01-20T00:00:00Z","timestamp":1674172800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"Strategic Programme Excellence Initiative at the Jagiellonian University","award":["U1U\/P06\/NO\/02.19"],"award-info":[{"award-number":["U1U\/P06\/NO\/02.19"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Sensors"],"abstract":"<jats:p>In recent years, there have been many approaches to using robots to teach computer programming. In intelligent tutoring systems and computer-aided learning, there is also some research to show that affective feedback to the student increases learning efficiency. However, a few studies on the role of incorporating an emotional personality in the robot in robot-assisted learning have found different results. To explore this issue further, we conducted a pilot study to investigate the effect of positive verbal encouragement and non-verbal emotive behaviour of the Miro-E robot during a robot-assisted programming session. The participants were tasked to program the robot\u2019s behaviour. In the experimental group, the robot monitored the participants\u2019 emotional state via their facial expressions, and provided affective feedback to the participants after completing each task. In the control group, the robot responded in a neutral way. The participants filled out a questionnaire before and after the programming session. The results show a positive reaction of the participants to the robot and the exercise. Though the number of participants was small, as the experiment was conducted during the pandemic, a qualitative analysis of the data was carried out. We found that the greatest affective outcome of the session was for students who had little experience or interest in programming before. We also found that the affective expressions of the robot had a negative impact on its likeability, revealing vestiges of the uncanny valley effect.<\/jats:p>","DOI":"10.3390\/s23031181","type":"journal-article","created":{"date-parts":[[2023,1,20]],"date-time":"2023-01-20T02:35:55Z","timestamp":1674182155000},"page":"1181","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":17,"title":["A Study on the Role of Affective Feedback in Robot-Assisted Learning"],"prefix":"10.3390","volume":"23","author":[{"given":"Gabriela","family":"B\u0142a\u017cejowska","sequence":"first","affiliation":[{"name":"Nextbank Software, 30-085 Krakow, Poland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"\u0141ukasz","family":"Gruba","sequence":"additional","affiliation":[{"name":"Kitopi, 30-383 Krakow, Poland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-3798-9209","authenticated-orcid":false,"given":"Bipin","family":"Indurkhya","sequence":"additional","affiliation":[{"name":"Cognitive Science Department, Institute of Philosophy, Jagiellonian University, 31-007 Krakow, Poland"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4186-5516","authenticated-orcid":false,"given":"Artur","family":"Gunia","sequence":"additional","affiliation":[{"name":"Cognitive Science Department, Institute of Philosophy, Jagiellonian University, 31-007 Krakow, Poland"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1968","published-online":{"date-parts":[[2023,1,20]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"128","DOI":"10.3389\/fcomp.2022.997222","article-title":"Review on the Teaching of Programming and Computational Thinking in the World","volume":"4","author":"Belmar","year":"2022","journal-title":"Front. 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