selected publications:
see for the complete list my Google Scholar profile
Tolksdorf, N. F., Wildt, E., & Rohlfing, K. J. (2024). Preschoolers’ Interactions with Social Robots: Investigating the Potential for Eliciting Metatalk and Critical Technological Thinking. Companion of the 2024 ACM/IEEE International Conference on Human-Robot Interaction, 1053–1057. https://doi.org/10.1145/3610978.3640654
Tolksdorf, N. F. (2024). Word learning with social robots: The influence of a systematic variation of the pragmatic frame on the long-term learning of morphologically complex words by preschool children (1. Edition). Narr Francke Attempto.
Rohlfing, K. J., Altvater-Mackensen, N., Caruana, N., van den Berghe, R., Bruno, B., Tolksdorf, N. F., & Hanulíková, A. (2022). Social/dialogical roles of social robots in supporting children’s learning of language and literacy—A review and analysis of innovative roles. Frontiers in Robotics and AI, 9(971749), 1–15. https://doi.org/10.3389/frobt.2022.971749
Tolksdorf, N. F., Hönemann, D., Viertel, F. E., & Rohlfing, K. J. (2022). Who is that?! Does Changing the Robot as aLearning Companion Impact Preschoolers’Language Learning? Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot Interaction, 1069–1074. https://doi.org/10.5555/3523760.3523937
Tolksdorf, N. F., Viertel, F. E., & Rohlfing, K. J. (2021). Do Shy Preschoolers interact differently when learning language with a social robot? An analysis of interactional behavior and word learning. Frontiers in Robotics and AI, 8, 676123. https://doi.org/10.3389/frobt.2021.676123
Tolksdorf, N. F., Crawshaw, C. E., & Rohlfing, K. J. (2021). Comparing the effects of a different social partner (social robot vs. Human) on children’s social referencing in interaction. Frontiers in Education, 5, 569615. https://doi.org/10.3389/feduc.2020.569615
Tolksdorf, N. F., Siebert, S., Zorn, I., Horwath, I., & Rohlfing, K. J. (2021). Ethical considerations of applying robots in kindergarten settings: Towards an approach from a macroperspective. International Journal of Social Robotics, 13(2), 129–140. https://doi.org/10.1007/s12369-020-00622-3
Tolksdorf, N. F., Viertel, F. E., Crawshaw, C. E., & Rohlfing, K. J. (2021). Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human. Interaction Design and Children, 527–531. https://doi.org/10.1145/3459990.3465181
Tolksdorf, N. F., & Mertens, U. (2020). Beyond words: Children’s multimodal responses during word learning with a robot. In K. J. Rohlfing & C. Müller-Brauers (Eds.), International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition and social interaction (pp. 90–102). Routledge. https://www.taylorfrancis.com/chapters/beyond-words-nils-tolksdorf-ulrich-mertens/e/10.4324/9780429321399-7
Tolksdorf, N. F., & Rohlfing, K. J. (2020). Parents’ Views on Using Social Robots for Language Learning. 2020 29th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN), 634–640. https://doi.org/10.1109/RO-MAN47096.2020.9223540