Robot-Assisted Language Learning: A Case Study on Interdisciplinary Collaboration Design and Development Process.

This study is a case study that focuses on the interdisciplinary collaboration design and development process of a robot-assisted Chinese daily-life measure words learning course, which involves collaboration between three parties: the CSL teachers, the technology experts, and the educational and user experience design experts. We use Technological Pedagogical Content Knowledge (TPACK) and Activity Theory (AT) as the framework to analyze the knowledge of needed and the processes. Cross-disciplinary collaboration is the integration of professional knowledge from different fields. Each field has different perspectives, and the process requires communication, adjustment, and re-adjustment, especially in the conceptual design period. The knowledge and division of labor of each domain can be used as a reference for future cross-disciplinary development teams.