{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,24]],"date-time":"2026-03-24T03:12:40Z","timestamp":1774321960845,"version":"3.50.1"},"reference-count":67,"publisher":"MDPI AG","issue":"12","license":[{"start":{"date-parts":[[2021,12,1]],"date-time":"2021-12-01T00:00:00Z","timestamp":1638316800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"name":"EU H2020","award":["688014"],"award-info":[{"award-number":["688014"]}]}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["MTI"],"abstract":"<jats:p>In this paper, we examine to what degree children of 3\u20134 years old engage with a task and with a social robot during a second-language tutoring lesson. We specifically investigated whether children\u2019s task engagement and robot engagement were influenced by three different feedback types by the robot: adult-like feedback, peer-like feedback and no feedback. Additionally, we investigated the relation between children\u2019s eye gaze fixations and their task engagement and robot engagement. Fifty-eight Dutch children participated in an English counting task with a social robot and physical blocks. We found that, overall, children in the three conditions showed similar task engagement and robot engagement; however, within each condition, they showed large individual differences. Additionally, regression analyses revealed that there is a relation between children\u2019s eye-gaze direction and engagement. Our findings showed that although eye gaze plays a significant role in measuring engagement and can be used to model children\u2019s task engagement and robot engagement, it does not account for the full concept and engagement still comprises more than just eye gaze.<\/jats:p>","DOI":"10.3390\/mti5120077","type":"journal-article","created":{"date-parts":[[2021,12,2]],"date-time":"2021-12-02T02:40:02Z","timestamp":1638412802000},"page":"77","update-policy":"https:\/\/doi.org\/10.3390\/mdpi_crossmark_policy","source":"Crossref","is-referenced-by-count":11,"title":["When Preschoolers Interact with an Educational Robot, Does Robot Feedback Influence Engagement?"],"prefix":"10.3390","volume":"5","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-1001-8103","authenticated-orcid":false,"given":"Mirjam","family":"de Haas","sequence":"first","affiliation":[{"name":"Department of Cognitive Science and Artificial Intelligence, Tilburg School of Humanities and Digital Sciences, Tilburg University, 5037 AB Tilburg, The Netherlands"},{"name":"Tilburg Center for Cognition and Communication, Tilburg University, 5037 AB Tilburg, The Netherlands"}]},{"given":"Paul","family":"Vogt","sequence":"additional","affiliation":[{"name":"Department of Cognitive Science and Artificial Intelligence, Tilburg School of Humanities and Digital Sciences, Tilburg University, 5037 AB Tilburg, The Netherlands"},{"name":"School of Communication, Media & IT, Hanze University of Applied Sciences, 9747 AS Groningen, The Netherlands"}]},{"given":"Emiel","family":"Krahmer","sequence":"additional","affiliation":[{"name":"Tilburg Center for Cognition and Communication, Tilburg University, 5037 AB Tilburg, The Netherlands"},{"name":"Department of Communication and Cognition, Tilburg University, 5037 AB Tilburg, The Netherlands"}]}],"member":"1968","published-online":{"date-parts":[[2021,12,1]]},"reference":[{"key":"ref_1","doi-asserted-by":"crossref","first-page":"325","DOI":"10.1007\/s12369-018-0467-6","article-title":"Guidelines for designing social robots as second language tutors","volume":"10","author":"Belpaeme","year":"2018","journal-title":"Int. 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