Kenya Miyauchi

Papers

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About

Kenya Miyauchi is a researcher at the forefront of human-robot interaction in education, with a specific focus on how robots can serve as effective teachers rather than mere information-delivery tools. His work centers on applying **Cognitive Apprenticeship Theory** to educational robotics, a pedagogical framework that dynamically adjusts support based on a learner’s performance. Miyauchi’s key contribution is challenging the traditional “teacher-robot” model, where robots simply lecture or demonstrate solutions. He argues that this passive approach can foster learner dependency. Instead, his research demonstrates that robots should progressively shift from direct instruction to coaching and fading support, mirroring how human experts mentor apprentices. His most-cited paper (2020, 12 citations) provides empirical evidence that this adaptive method significantly improves learning outcomes compared to static instruction. A subsequent study (2019) extended this framework to collaborative learning among junior high school students, showing that a robot acting as a “peer” rather than an authority can enhance engagement and knowledge retention. By bridging robotics with established learning science, Miyauchi is helping to design autonomous, socially-aware tutors that can personalize education—a critical step toward scalable, effective AI-driven classrooms.