How do you play with a robotic toy animal?

Fernaeus, Ylva; Håkansson, Maria; Jacobsson, Mattias; Ljungblad, Sara

doi:10.1145/1810543.1810549

Cited by 141 publications

(142 citation statements)

References 27 publications

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“…The key feature of social robots is that they can communicate and interact with students [13]. Toy robots are ready-made commercial robots for entertainment and play [14].…”

Section: Introductionmentioning

confidence: 99%

Systematic Review of Research Trends in Robotics Education for Young Children

2018

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This study conducted a systematic and thematic review on existing literature in robotics education using robotics kits (not social robots) for young children (Pre-K and kindergarten through 5th grade). This study investigated: (1) the definition of robotics education; (2) thematic patterns of key findings; and (3) theoretical and methodological traits. The results of the review present a limitation of previous research in that it has focused on robotics education only as an instrumental means to support other subjects or STEM education. This study identifies that the findings of the existing research are weighted toward outcome-focused research. Lastly, this study addresses the fact that most of the existing studies used constructivist and constructionist frameworks not only to design and implement robotics curricula but also to analyze young children's engagement in robotics education. Relying on the findings of the review, this study suggests clarifying and specifying robotics-intensified knowledge, skills, and attitudes in defining robotics education in connection to computer science education. In addition, this study concludes that research agendas need to be diversified and the diversity of research participants needs to be broadened. To do this, this study suggests employing social and cultural theoretical frameworks and critical analytical lenses by considering children's historical, cultural, social, and institutional contexts in understanding young children's engagement in robotics education.

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“…The key feature of social robots is that they can communicate and interact with students [13]. Toy robots are ready-made commercial robots for entertainment and play [14].…”

Section: Introductionmentioning

confidence: 99%

Systematic Review of Research Trends in Robotics Education for Young Children

2018

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“…(…) son juguetes interactivos y tienen un componente de software, el cual los distingue de otros mecanismos o artefactos de baja tecnología (FERNAEUS et al, 2010).…”

Section: Robots Sociales Y Otros Usosunclassified

“…A diferencia de otros aparatos, los robots sociales están diseñados para interactuar directamente con el mundo de su alrededor (Breazeal, 2009;Fernaeus et al, 2010;) Juan Carlos Cruz y yeliza Andrea Salazar (2014) apuntan a que una de las grandes ventajas de estos dispositivos es que pueden programarse para responder a las diferentes situaciones y también pueden aprender y cambiar la forma de responder al mundo. Por lo tanto, sus respuestas e interacciones se vuelven más sofisticadas y eso permite que la motivación y atención del niño vaya in crescendo.…”

Section: Robots Sociales Y Otros Usosunclassified

“…La mayoría de los estudios realizados hasta el momento se han llevado a cabo en laboratorios o entornos institucionales como parte de una educación específica o programas terapéuticos (FERNAEUS et al, 2010). Se han demostrado los beneficios de la robótica para la interacción social en estudios de casos de tres o cuatro niños pero hay pocos estudios a gran escala (DIEHL et al, 2012citado por BERNIER et al, 2013.…”

Section: Terapia Asistida Con Robots Socialesunclassified

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Los robots sociales como promotores de la comunicación en los Trastornos del Espectro Autista (TEA)

Pinel

Rendón

2018

Let. Hoje (Online)

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Este artigo está licenciado sob forma de uma licença Creative Commons Atribuição 4.0 Internacional, que permite uso irrestrito, distribuição e reprodução em qualquer meio, desde que a publicação original seja corretamente citada. http://creativecommons.org/licenses/by/4.0/deed.pt_BR http://dx.doi. org/10.15448/1984-7726.2018.1.28920 Let. Hoje, v. 53, n. 1, p. 39-47, jan.-mar. 2018 Los robots sociales como promotores de la comunicación en los Trastornos del Espectro Autista (TEA) Resumen: La complejidad del Trastorno de Espectro Autista y sus posibles manifestaciones está provocando que, durante las últimas décadas, se esté desarrollando un método de intervención muy prometedor, la terapia asistida con robots. Los desarrollos de la tecnología y los resultados prometedores de los estudios realizados sobre la cuestión, junto con la reciente incorporación de la robótica al contexto educativo hacen que nos planteemos la viabilidad de este método de intervención dentro de un contexto escolar. El presente documento determina los últimos avances del método a partir de las observaciones realizadas por expertos en la cuestión y se analizan las implicaciones positivas que los robots sociales pueden tener para el tratamiento de dicho trastorno. Con todo ello se ofrece una nueva visión a la intervención del autismo en la educación.Palabras clave: Autismo; Robots sociales; Intervención; Educación; Recurso Resumo: A complexidade do Transtorno do Espectro Autista e sua possível aparência levaram ao desenvolvimento durante a última década de um método de intervenção muito promissor: os robôs assistidos por terapia. O desenvolvimento tecnológico e os resultados promissores dos estudos realizados sobre o assunto, juntamente com a recente incorporação robótica no contexto educacional, fazem com que nós contemplemos a viabilidade de introduzir este método de intervenção no contexto educacional. O presente estudo demarca os últimos avanços deste método a partir da contribuição de especialistas e analisa as conseqüências positivas que os robôs sociais podem ter para o tratamento do transtorno do espectro autista. Nós fornecemos aqui uma nova visão da intervenção do autismo no contexto educacional. Palavras-chave:Autismo; Robô social; Intervenção; Educação; Recurso Abstract: The complexity of the Autism Spectrum Disorder and its possible appearance has lead to the development during the latest decade of a very promising method of intervention: the therapy-assisted robots. The technological development and the promising results of the studies carried out on the matter, along with the recent robotic incorporation in to educational context makes that we contemplate the viability of introducing this intervention method within the educational context. The present study demarcates the latest advances of this method from the contribution of experts and analyses the positive consequences that the social robots can have for the Autism Spectrum Disorder treatment. We provide here a new vision of autism intervention in educational context.

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“…To the best knowledge of the authors, all previous researches in HRI lasted no more than one year and they usually organized short weekly or monthly sessions for the participant together with the robot [2,3]. Although some relevant results were gained from these past researches, but the subjects in this experiment lived with these social robots day by day for years.…”

Section: Introductionmentioning

confidence: 99%

What Can We Learn from the Long-Term Users of a Social Robot?

Kertész

Turunen

2017

Social Robotics

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Abstract. Despite the recent technological advances, long-term experiments with robots have challenges to keep the users interested after the initial excitement disappears. This paper explores the user expectations by analyzing the long-term owners of Sony AIBO who have been using these robots for years (heavy users). 78 participants filled an on-line questionnaire and their answers were inspected to discover the key needs of this user group. Quantitative and textual methods confirmed that the most-wanted skills were the interaction with humans and the autonomous operation. The integration with the AI agents and Internet services was important, but the long-term memory and learning capabilities were not that relevant for the participants as expected. The diverse preferences between robot skills led to the creation of a prioritized recommendation list to complement the design guidelines for social robots in the literature.

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How do you play with a robotic toy animal?

Cited by 141 publications

References 27 publications

Systematic Review of Research Trends in Robotics Education for Young Children

Systematic Review of Research Trends in Robotics Education for Young Children

Los robots sociales como promotores de la comunicación en los Trastornos del Espectro Autista (TEA)

What Can We Learn from the Long-Term Users of a Social Robot?

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