Designing Robotic Teaching Assistants: Interaction Design Students’ and Children’s Views

Obaid, Mohammad; Barendregt, Wolmet; Alves‐Oliveira, Patrícia; Paiva, Ana C. R.; Fjeld, Morten

doi:10.1007/978-3-319-25554-5_50

Cited by 26 publications

(20 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It has also been showed in one of the studies where children were asked to design robots to used in an educational setting [44]. However, more research needs to be conducted to address the issue revolving around the appearance of an ASR in education.…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review of Adaptivity in Human-Robot Interaction

Ahmad

Mubin

Orlando

2017

MTI

View full text Add to dashboard Cite

Abstract:As the field of social robotics is growing, a consensus has been made on the design and implementation of robotic systems that are capable of adapting based on the user actions. These actions may be based on their emotions, personality or memory of past interactions. Therefore, we believe it is significant to report a review of the past research on the use of adaptive robots that have been utilised in various social environments. In this paper, we present a systematic review on the reported adaptive interactions across a number of domain areas during Human-Robot Interaction and also give future directions that can guide the design of future adaptive social robots. We conjecture that this will help towards achieving long-term applicability of robots in various social domains.

show abstract

Section: Discussionmentioning

confidence: 99%

A Systematic Review of Adaptivity in Human-Robot Interaction

Ahmad

Mubin

Orlando

2017

MTI

View full text Add to dashboard Cite

show abstract

“…They were asked to imag-ine building a robot that they could interact and play with. The properties (in no particular order) were: (1) walking, (2) hearing, (3) seeing, (4) having 2 hands and 2 ft, (5) having 2 eyes, (6) having hair, (7) having a mouth, (8) having a head, (9) talking, (10) grasping objects, (11) able to smell, (12) able to feel pinches, (13) able to move, (14) able to stand. Based on this study they found that opinions on what features are considered important in a robot companion change with age: before the age of nine, children pay more attention to a human-like robot appearance; older children and adults are inclined to think more of its skills and functions.…”

Section: Children's Design Of Robotsmentioning

confidence: 99%

“…Finally, in our previous work [12] 1 we asked both interaction designers and children to draw a classroom robot, including children with and without robotics knowledge. We found that interaction designers imagined a much smaller and cuter robot than children in general.…”

Section: Children's Design Of Robotsmentioning

confidence: 99%

“…As a first step, we based our work on outcomes of our previous study [12], and extend our research to develop a robot design toolkit to involve children in the design of classroom robots. We, then, conducted two pilot studies; one using the toolkit only, and a second one comparing the toolkit with clay giving both to the children to design their own classroom robots.…”

Section: Development Of the Robo2box Toolkitmentioning

confidence: 99%

“…Our previous work [12] primarily aimed to explore (1) how children's views on the design of robotic teaching assistants differ from interaction designers' views, and (2) how children's views may be influenced by their knowledge of robotics (or lack thereof). We had small groups of children with and without robotics knowledge as well as small groups of international interaction design masters students.…”

Section: Exploratory Drawing Studymentioning

confidence: 99%

See 2 more Smart Citations

Developing a Prototyping Method for Involving Children in the Design of Classroom Robots

Obaid

Baykal

Yantaç

et al. 2017

Int J of Soc Robotics

View full text Add to dashboard Cite

Including children in the design of technologies that will have an impact on their daily lives is one of the pillars of user-centered design. Educational robots are an example of such a technology where children's involvement is important. However, the form in which this involvement should take place is still unclear. Children do not have a lot of experience with educational robots yet, while they do have some ideas of what robot could be like from popular media, such as BayMax from the Big Hero 6 movie. In this paper we describe two pilot studies to inform the development of an elicitation method focusing on form factors; a first study in which we have asked children between 8 and 15 years old to design their own classroom robot using a toolkit, the Robo2Box, and a second study where we have compared the use of the Robo2Box toolkit and clay as elicitation methods. We present the results of the two studies, and discuss the implications of the outcomes to inform further development of the Robo2Box for prototyping classroom robots by children.

show abstract