Going into the wild in child–robot interaction studies: issues in social robotic development

Salter, Tamie; Werry, Iain; Michaud, François

doi:10.1007/s11370-007-0009-9

Cited by 63 publications

(48 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…[42][43][44][45]), but relatively few studies have been conducted with other participants such as children or their educators [46] and caregivers. In general robot acceptance by younger children is difficult to assess because it is not possible to reliably administer the common questionnaires, thus acceptance factors are indirectly derived observing the interaction [47]. School children's perceptions and evaluations of different robot designs were studied by Woods [48].…”

Section: Related Workmentioning

confidence: 99%

Robots in Education and Care of Children with Developmental Disabilities: A Study on Acceptance by Experienced and Future Professionals

Conti

Nuovo

Buono

et al. 2016

Int J of Soc Robotics

137

105

View full text Add to dashboard Cite

Research in the area of robotics has made available numerous possibilities for further innovation in the education of children, especially in the rehabilitation of those with learning difficulties and/or intellectual disabilities. Despite the scientific evidence, there is still a strong scepticism against the use of robots in the fields of education and care of people. Here we present a study on the acceptance of robots by experienced practitioners (specialized in the treatment of intellectual disabilities) and university students in psychology and education sciences (as future professionals). The aim is to examine the factors, through the Unified Theory of Acceptance and Use of Technology (UTAUT) model, that may influence the decision to use a robot as an instrument in the practice. The overall results confirm the applicability of the model in the context of education and care of children, and suggest a positive attitude towards the use of the robot. The comparison highlights some scepticism among the practitioners, who perceive the robot as an expensive and limited tool, while students show a positive perception and a significantly higher willingness to use the robot. From this experience, we formulate the hypothesis that robots may be accepted if more integrated with standard rehabilitation protocols in a way that benefits can outweigh the costs.

show abstract

Section: Related Workmentioning

confidence: 99%

Robots in Education and Care of Children with Developmental Disabilities: A Study on Acceptance by Experienced and Future Professionals

Conti

Nuovo

Buono

et al. 2016

Int J of Soc Robotics

137

105

View full text Add to dashboard Cite

show abstract

“…Before the main study was conducted the system has been employed in two pilot studies which helped to discover errors and possible problems during the ongoing interaction. The iterative test process [10] lead to a stable and robust platform. …”

Section: Resultsmentioning

confidence: 99%

“…This provides a particular opportunity as children with a more playful approach are more likely to compensate for deficiencies in the cognitive abilities of the robot. Scientists can focus on the "inherently social" [10] nature of children's interaction with robots and up to a certain degree neglect the demand for high-end technology. Therefore, cHRI does not only pose an entry point for HRI but also provide means and models to scientifically investigate the emergence of fundamental social behaviors during (early) development.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Preschoolers' engagement in social interaction with an autonomous robotic system

Lücking

Rohlfing

Wrede

et al. 2016

2016 Joint IEEE International Conference on Development and Learning and Epigenetic Robotics (ICDL-EpiRob)

View full text Add to dashboard Cite

Abstract-In this paper, we present an empirical study with children at the age of 4 and 5 years to reveal whether they engage with a robot in an interaction. For our analysis, we developed a score assessing the interaction level. It consists of emotional involvement, engagement and independence of the child in the interaction. For the interaction, an autonomous system was equipped with a designed dialogic structure. It consisted of a repertoire of (pre-recorded) interaction protocols that a robot can apply in an interaction. The results from the evaluation suggest that the implementation was successful as most of the studied children engaged in the interaction with the robot. The results also reveal some gender differences. The long-term aim of the study is to develop an autonomous system that can be applied in an interaction with young children.

show abstract

“…Robots seem to work as a mediator tool able to call for attention of ASD, and therefore promote their social communication (Salter, Werry, & Michaud, 2008).…”

Section: Discussionmentioning

confidence: 99%

Lego Robots & Autism Spectrum Disorder: a potential partnership?

Costa¹,

Soares

Santos³

et al. 2016

R Est Inv Psico y Educ

View full text Add to dashboard Cite

Individuals with autism spectrum disorder (ASD) present difficulties in developing social behaviours, in communicating gestural or verbally, and they may present some repetitive motor activities. The objective of this study was to improve social competences and to enable the transfer of acquired skills of five children with ASD and intellectual disabilities using a low-cost Lego robot as a mediator. The proposed methodology was divided in five phases: Familiarization, Pre-test, Practice, Post-Test and Transfer of Skills. The study ran in two sequential periods at different places. Each of these periods tackled different individual research questions and goals (taking into account the target group). During each period, the proposed methodology had to be adjusted according to the current context. Therefore, different experimental scenarios and corresponding specific goals had to be delineated. Results show that joint attention of the children increased over the sessions; and interaction with the researcher was verified. Furthermore, results show that there was an effective transfer of skills in the addressed case studies. This reinforces conclusions that robots seem, in fact, powerful tools that should be explored concerning this target population. But a more detailed study is required. The proposed methodology can be used by professionals and parents as a complement to common interventions.Keywords: autism spectrum disorder, assistive robotics, social interaction, human-robot interaction Resumo A perturbação do espectro do autismo (PEA) caracteriza-se por dificuldades no desenvolvimento de comportamentos sociais, na comunicação verbal ou gestual, e pela manifestação de atividades motoras repetitivas. O objetivo deste estudo foi o de melhorar as competências sociais e a transferência das competências de cinco crianças com PEA e deficiência mental associada usando um robô de baixo custo da Lego como um mediador. A metodologia proposta foi dividida em cinco fases: familiarização, pré-teste, prática, pós-teste e transferência de competências. O estudo foi realizado em dois períodos sequenciais em diferentes lugares. Em cada período foram definidas diferentes questões de investigação tendo em conta o grupo-alvo. Os resultados mostram que a atenção conjunta e a interação com o investigador aumentaram ao longo das sessões. Além disso, os resultados indicam que houve uma transferência efetiva de competências nos estudos de caso abordados. Isso reforça as conclusões que o robô da Lego pode ser uma ferramenta adequada a ser explorada com esta população-alvo. No entanto, é necessário um estudo mais detalhado e com uma amostra maior. A metodologia proposta pode ser usada por profissionais e pais como complemento às intervenções tradicionais.Palavras chave: perturbação do espectro do autismo, robótica de assistência, interação social, interação humano-robô

show abstract

Going into the wild in child–robot interaction studies: issues in social robotic development

Cited by 63 publications

References 45 publications

Robots in Education and Care of Children with Developmental Disabilities: A Study on Acceptance by Experienced and Future Professionals

Robots in Education and Care of Children with Developmental Disabilities: A Study on Acceptance by Experienced and Future Professionals

Preschoolers' engagement in social interaction with an autonomous robotic system

Lego Robots & Autism Spectrum Disorder: a potential partnership?

Contact Info

Product

Resources

About