Publication
Evaluating Intrinsic Motivation in Robot-Supported Quiz-Based Learning: A Comparative Study of Verbal-Only and Multimodal Feedback with Sound Input
Rezaul Tutul; Ilona Buchem; André Jakob; Niels Pinkwart
In: Acta Informatica Pragensia, Vol. 1, Pages 109-125, Prague University of Economics and Business, 1/2026.
Abstract
Background:
Maintaining high motivation in robot-led educational activities is challenging when interactions rely solely on verbal communication. Incorporating multimodal feedback combining gestures, sounds and music may provide a richer and more engaging learning experience.
Objective:
This study aims to examine whether integrating multimodal feedback with a real-time, fair first-responder detection system in a robot-led quiz game enhances students’ intrinsic motivation and engagement compared to a verbal-only, sequential turn-taking interaction.
Methods:
A two-group experiment was conducted with 48 university students randomly assigned to two groups. The experimental group interacted with a Pepper robot using buzzer-based competition and synchronized multimodal feedback (gestures, sounds and music), while the control group experienced verbal-only interaction with sequential turn-taking. After the session, participants completed the Intrinsic Motivation Inventory questionnaire covering five subscales: interest/enjoyment, perceived competence, effort/importance, perceived choice and pressure/tension. Statistical analyses included t-tests, 95% confidence intervals and effect sizes (Cohen’s d) to compare group differences.
Results:
The experimental group reported significantly higher scores in interest/enjoyment (p < 0.001, d = 3.11), perceived competence (p < 0.001, d = 2.28),
effort/importance (p < 0.001, d = 4.59) and perceived choice (p = 0.048, d = 0.93). Pressure/tension scores were also higher (p < 0.001, d = 1.95), reflecting the excitement and mild stress of competitive gameplay.
Conclusion:
Multimodal feedback combined with fair first-responder detection substantially enhances intrinsic motivation and engagement in robot-led learning environments. While competitive pressure increases tension, it also appears to stimulate focus and effort. These findings highlight the potential of multimodal, fair and interactive robot systems for creating more dynamic and emotionally engaging educational experiences.