Child–robot interaction across cultures: How does playing a game with a social robot compare to playing a game alone or with a friend?

Shahid, Suleman; Krahmer, Emiel; Swerts, Marc

doi:10.1016/j.chb.2014.07.043

Cited by 67 publications

(52 citation statements)

References 26 publications

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“…Other than session 2, which had the most difficult story content, all participants performed quite well despite the type of interaction in which they participated. One possible explanation, in line with the findings from Shahid et al (2014), is that participants in the individual condition might have benefited from some of the effects of a group setting since they were interacting with multiple autonomous agents (the two robots), but further research is needed to verify this. Moreover, several authors argue that group interaction and subsequent learning gains do not necessarily occur just because learners are in a group (Kreijns et al, 2003).…”

Section: Effects Of Interaction Context (Rq1)supporting

confidence: 59%

“…Previous research has shown that children have more fun interacting with robots in groups rather than alone (Shahid et al, 2014). Since levels of engagement are positively correlated with students' motivation for pursuing learning goals (Ryan and Deci, 2000), influence concentration, and foster group discussions (Walberg, 1990), future research in this area should study the effects of different interaction contexts in long-term exposure to robots.…”

Section: Implications For Future Researchmentioning

confidence: 99%

“…Their observations indicate differences between the two conditions: when alone with the robot, children seem to treat it more as a social entity (e.g., engage in turn-taking and shared gaze with the robot), while these behaviors are less common when another peer is in the room. Shahid et al (2014) conducted a cross-cultural examination of variation between interactions in children who either played a game alone, with a robot, or with another child. They found that children both enjoyed playing more and were more expressive when they played with the robot, as compared to when they played alone; unsurprisingly, children who played with a friend showed the highest levels of enjoyment of all groups.…”

Section: Multiparty Interactions With Robotsmentioning

confidence: 99%

See 2 more Smart Citations

Narratives with Robots: The Impact of Interaction Context and Individual Differences on Story Recall and Emotional Understanding

Leite

McCoy²,

Lohani

et al. 2017

Front. Robot. AI

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Role-play scenarios have been considered a successful learning space for children to develop their social and emotional abilities. In this paper, we investigate whether socially assistive robots in role-playing settings are as effective with small groups of children as they are with a single child and whether individual factors such as gender, grade level (first vs. second), perception of the robots (peer vs. adult), and empathy level (low vs. high) play a role in these two interaction contexts. We conducted a three-week repeated exposure experiment where 40 children interacted with socially assistive robotic characters that acted out interactive stories around words that contribute to expanding children's emotional vocabulary. Our results showed that although participants who interacted alone with the robots recalled the stories better than participants in the group condition, no significant differences were found in children's emotional interpretation of the narratives. With regard to individual differences, we found that a single child setting appeared more appropriate to first graders than a group setting, empathy level is an important predictor for emotional understanding of the narratives, and children's performance varies depending on their perception of the robots (peer vs. adult) in the two conditions.

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Section: Effects Of Interaction Context (Rq1)supporting

confidence: 59%

Section: Implications For Future Researchmentioning

confidence: 99%

Section: Multiparty Interactions With Robotsmentioning

confidence: 99%

See 1 more Smart Citation

Narratives with Robots: The Impact of Interaction Context and Individual Differences on Story Recall and Emotional Understanding

Leite

McCoy²,

Lohani

et al. 2017

Front. Robot. AI

View full text Add to dashboard Cite

show abstract

“…Other than session 2, which had the most difficult story content, all participants performed quite well despite the type of interaction in which they interacted. One possible explanation, in line with the findings from Shahid et al [33], is that participants in the individual condition might have benefited from some of the effects of a group setting since they were interacting with multiple autonomous agents (the two robots). Moreover, several authors argue that group interaction and subsequent learning gains do not necessarily occur just because learners are in a group [17].…”

Section: Discussionmentioning

confidence: 66%

“…Shahid et al [33] conducted a cross-cultural examination of variation between interactions in children who either played a game alone, with a robot, or with another child. They found that children both enjoyed playing more and were more expressive when they played with the robot, as compared to when they played alone.…”

Section: Related Workmentioning

confidence: 99%

Emotional Storytelling in the Classroom

Leite

McCoy

Lohani

et al. 2015

Proceedings of the Tenth Annual ACM/IEEE International Conference on Human-Robot Interaction

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Robot assistive technology is becoming increasingly prevalent. Despite the growing body of research in this area, the role of type of interaction (i.e., small groups versus individual interactions) on effectiveness of interventions is still unclear. In this paper, we explore a new direction for socially assistive robotics, where multiple robotic characters interact with children in an interactive storytelling scenario. We conducted a between-subjects repeated interaction study where a single child or a group of three children interacted with the robots in an interactive narrative scenario. Results show that although the individual condition increased participant's story recall abilities compared to the group condition, the emotional interpretation of the story content seemed more dependent on the difficulty level rather than the study condition. Our findings suggest that, despite the type of interaction, interactive narratives with multiple robots are a promising approach to foster children's development of social-related skills. Keywords socially assistive robotics; child-robot interaction; emotional intelligence; interactive storytelling; type of interaction.

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Asking Today the Crucial Questions of Tomorrow: Social Robots and the Internet of Toys

Peter

Kühne

Barco

et al. 2019

Studies in Childhood and Youth

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Social robots and the Internet of Toys present key technologies in children's future life.Based on Winfield (2012), we conceptualize the relationship between social robots and smart/connected toys with six characteristics: interactivity, energy, sensors, software-control, movement, and embodiment. These characteristics, in turn, help to classify social robots and smart/connected toys along three dimensions (i.e., horizontal, vertical, and spatial integration), which suggests that social robots and smart/connected toys differ gradually rather than categorically. We identify three common theoretical (absence or heterogeneity of theory, lacking developmental perspective, insufficient attention to intercultural differences) and three methodological issues (lack of standardized measures, study design issues, dominance of cross-sectional studies) that research on both social robots and the Internet of Toys needs to address.

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Child–robot interaction across cultures: How does playing a game with a social robot compare to playing a game alone or with a friend?

Cited by 67 publications

References 26 publications

Narratives with Robots: The Impact of Interaction Context and Individual Differences on Story Recall and Emotional Understanding

Narratives with Robots: The Impact of Interaction Context and Individual Differences on Story Recall and Emotional Understanding

Emotional Storytelling in the Classroom

Asking Today the Crucial Questions of Tomorrow: Social Robots and the Internet of Toys

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