Tolksdorf, N. F., Siebert, S., Rohlfing, K. J., & Zorn, I. (2019). Parents’ views on social robots for language learning. Proceedings of the 2019 Joint IEEE 9th International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob), 107–108. Oslo, Norway.
Tolksdorf, N. F., Mertens, U., & Rohlfing, K. J. (2019). When learning words with robots, children’s answers are multimodal: a challenge for a dialogue design. Presented at the International Conference on Human-Computer Interaction, Orlando, USA.
Tolksdorf, N. F., Hönemann, D., Rohlfing, K. J., & Viertel, F. (2019). Do shy children behave differently than non-shy children in a child-robot interaction? An analysis of positive and negative expressions of shyness in kindergarten children. Presented at the Atypical Interaction Conference, Helsinki, Finland.
Tolksdorf, N. F., & Rohlfing, K. J. (2019). Reconceptualising early childhood literacy facing child-robot interaction. Presented at Reconceptualising Early Childhood Literacies: An International Conference, Manchester, UK.
Tolksdorf, N. F., Mertens, U., & Rohlfing, K. J. (2018). Multimodal response behavior of children during word learning with a robot. Presented at the Symposium on Robots for Language Learning, Istanbul, Turkey.
Siebert, S., & Tolksdorf, N. F. (2018). Raising Robotic Natives? Ethical aspects of learning with robots in kindergarten. Presented at the Third International Conference on Communication & Media Studies, Berkeley, USA.
Mertens, U., Bergmann, K., Tolksdorf, N. F., & Rohlfing, K. (2018). Can the reduction of an iconic gesture aid long-term learning? A pilot child-robot-study. Presented at the Conference of the International Society for Gesture Studies: Gesture and Diversity, Cape Town, South Africa.
Tolksdorf, N. F., Siebert, S., Zorn, I., Horwath, I. & Rohlfing, K. J. (submitted). Ethical considerations of applying robots in kindergarten settings: towards a systematic approach.
Siebert, S., Tolksdorf, N., Rohlfing, K., & Zorn, I. (2019). Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education. The Journal of Communication and Media Studies, 4(4), 21–35.