Preschoolers' engagement in social interaction with an autonomous robotic system

Lücking, Phillip; Rohlfing, Katharina J.; Wrede, Britta; Schilling, Malte

doi:10.1109/devlrn.2016.7846821

Cited by 8 publications

(10 citation statements)

References 19 publications

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“…As to the impact of robot characteristics on experiential states, robots' responsiveness [23,61,67,95,106,119,130,133,139] and tailoring [2,7,90,114,117,129] primarily seemed to foster children's engagement. When responsiveness was kept constant, the mode of controlling a robot neither influenced engagement [35] nor enjoyment [140].…”

Section: Experiential Statesmentioning

confidence: 99%

“…Second, children's tendency to anthropomorphize, as well as influences of anthropomorphic robot features on engagement, seemed to decrease with children's age [57,104]. Third, tailoring a robot's sex to that of the child was associated with more positive experiential states among boys [70,90,117]. In terms of internal states, three studies consistently found enjoyment to be higher in 8-year-olds than in 12-yearolds [121][122][123].…”

Section: Influences Of User Characteristicsmentioning

confidence: 99%

“…In terms of internal states, three studies consistently found enjoyment to be higher in 8-year-olds than in 12-yearolds [121][122][123]. Findings with respect to age-related differences in engagement were inconsistent [9,20,58,85,90,95,104,129,132,145]. No generalizations could be made with respect to influences of age and biological sex on closeness and trust.…”

Section: Influences Of User Characteristicsmentioning

confidence: 99%

See 2 more Smart Citations

Child–Robot Relationship Formation: A Narrative Review of Empirical Research

Straten

Peter

Kühne

2019

Int J of Soc Robotics

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This narrative review aimed to elucidate which robot-related characteristics predict relationship formation between typically-developing children and social robots in terms of closeness and trust. Moreover, we wanted to know to what extent relationship formation can be explained by children's experiential and cognitive states during interaction with a robot. We reviewed 86 journal articles and conference proceedings published between 2000 and 2017. In terms of predictors, robots' responsiveness and role, as well as strategic and emotional interaction between robot and child, increased closeness between the child and the robot. Findings about whether robot features predict children's trust in robots were inconsistent. In terms of children's experiential and cognitive states during interaction with a robot, robot characteristics and interaction styles were associated with two experiential states: engagement and enjoyment/liking. The literature hardly addressed the impact of experiential and cognitive states on closeness and trust. Comparisons of children's interactions with robots, adults, and objects showed that robots are perceived as neither animate nor inanimate, and that they are entities with whom children will likely form social relationships. Younger children experienced more enjoyment, were less sensitive to a robot's interaction style, and were more prone to anthropomorphic tendencies and effects than older children. Tailoring a robot's sex to that of a child mainly appealed to boys.

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Section: Experiential Statesmentioning

confidence: 99%

Section: Influences Of User Characteristicsmentioning

confidence: 99%

Section: Influences Of User Characteristicsmentioning

confidence: 99%

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Child–Robot Relationship Formation: A Narrative Review of Empirical Research

Straten

Peter

Kühne

2019

Int J of Soc Robotics

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“…the robot moves on only it the children express their readiness by touching the robot's head or arms. However, it was observed that performance scores are rather low when children are instructed to touch a robot [39], i.e. they are reluctant and unsure about how to behave, particularly when they have not interacted with the robot much before [39].…”

Section: Discussionmentioning

confidence: 99%

“…However, it was observed that performance scores are rather low when children are instructed to touch a robot [39], i.e. they are reluctant and unsure about how to behave, particularly when they have not interacted with the robot much before [39]. For a more flexible way of the temporal sequencing of the interaction by using the robot's tactile sensors, children should become more familiar with the robot and its way of moving and interacting, e.g.…”

Section: Discussionmentioning

confidence: 99%

Can you teach me?: Children teaching new words to a robot in a book reading scenario

Grimminger¹,

Rohlfing²

2017

6th Workshop on Child Computer Interaction (WOCCI 2017)

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In research on children's language development, joint book reading is appreciated as being a situation beneficial for language learning. Motivated by this string of research, our aim was to explore whether the situation of joint book reading can be applied to a child-robot interaction. Before investigating whether and how this situationwhen applied in child-robot interactioncan be used as a language learning scenario, the interactional requirements for a successful dialogue have to be studied. Our main aim in this paper is to present a study design for a child-robot interaction, in which a robot is introduced as a learner that acquires new color words, and the child is asked to teach the robot those words within a familiar interaction format of joint book reading. We then report the observations that we made in a single-case pilot study conducted with a 4;8year-old child, and discuss these observations in terms of how the robot's interactional behavior needs to be shaped to successfully participate in the situation of joint book reading.

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Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective

Tolksdorf

Siebert

Zorn

et al. 2020

Int J of Soc Robotics

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In child-robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with. While ethical models elaborated within other human-robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper, we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers' role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.

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Preschoolers' engagement in social interaction with an autonomous robotic system

Cited by 8 publications

References 19 publications

Child–Robot Relationship Formation: A Narrative Review of Empirical Research

Child–Robot Relationship Formation: A Narrative Review of Empirical Research

Can you teach me?: Children teaching new words to a robot in a book reading scenario

Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective

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