The influence of empathy in human–robot relations

Leite, Iolanda; Pereira, Ana Isabel; Mascarenhas, Samuel; Martinho, Carlos; Prada, Rui; Paiva, Ana

doi:10.1016/j.ijhcs.2012.09.005

Cited by 229 publications

(113 citation statements)

References 33 publications

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“…In designing our interview script and selecting relevant questions, we took inspiration from previous work on child-robot interaction and children's perception of robots ( [5,7,12]). For instance, we applied and adapted some of the constructs and example questions from the questionnaires used in [5] and [12].…”

Section: Data Collectionmentioning

confidence: 99%

You’re Doing It Wrong! Studying Unexpected Behaviors in Child-Robot Interaction

et al. 2015

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Abstract. We present a study on the impact of unexpected robot behaviors on the perception of a robot by children and their subsequent engagement in a playful interaction based on a novel "domino" task. We propose an original analysis methodology which blends behavioral cues and reported phenomenological perceptions into a compound index. While we found only a limited recognition of the different misbehaviors of the robot that we attribute to the age of the child participants (4-5 years old), interesting findings include a sustained engagement level, an unexpectedly low level of attribution of higher cognitive abilities and a negative correlation between anthropomorphic projections and actual behavioral engagement.

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Section: Data Collectionmentioning

confidence: 99%

You’re Doing It Wrong! Studying Unexpected Behaviors in Child-Robot Interaction

et al. 2015

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“…o Emotional contagion: Such affective empathy allows the robot actor to display behaviors appropriate to the emotional state of other characters (i.e., human or robot actors) (Leite et al, 2013).…”

Section:  Sound and Light Patternsmentioning

confidence: 99%

“… Empathy: Empathy has been conceptualized in two ways: as cognitive empathy and as affective empathy (Leite et al, 2013). Cognitive empathy, also known as perspective-taking, is to understand others' feelings, thoughts, and situations (standing in another's shoes).…”

Section:  Sound and Light Patternsmentioning

confidence: 99%

“…In a drama with robots, the affective empathy may allow robot actors express emotions in accordance with the emotional state of other characters. Through cognitive empathy, a robot actor can add new prosocial behaviors in its performance (Leite et al, 2013). For example, a robot actor can use empathic utterances like, "Congratulations!"…”

Section:  Sound and Light Patternsmentioning

confidence: 99%

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Interactive Drama With Robots for Teaching Non-Technical Subjects

Sánchez

Correal

Guerrero

2017

Journal of Human-Robot Interaction

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Educational robotics has great potential as a learning tool at all levels, from kindergarten to the university. It provides rich opportunities for collaborative knowledge building and skills acquisition through the manipulation of and interaction with robots. Despite the remarkable progress in this field, the scope and impact of robot-based activities have primarily focused on the teaching of technical school subjects (i.e., computer science, mathematics, and physics). This work proposes to support the learning and teaching of non-technical school subjects through drama-based activities with multiple robots. This approach provides a multisensory learning environment where students can learn through representations or simulations of ideas, events, stories, phenomena, or processes using multiple robot actors. Based on the drama process used by teachers, we propose steps to create and perform plays with robot actors in an educational context and discuss different alternatives for its implementation. Finally, we discuss the challenges of creating plays with multiple robots for educational purposes.

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“…social categories, moral values, norms) and to be able to adapt to different situations, including, learning how to deal with new situations. To deal with all this we need to develop computational models that address many different aspects of social behaviour, such as, group dynamics [13], social power [14], cultural behaviour [15], social importance [16], social relationships [17], interaction dynamics [18], social identity [19], personality [20] and social practices [21]. However, although we can find models with good results for particular aspects of social behaviour, it is not common to find models that are able to deal with many of the aspects at the same time.…”

Section: The Case Of Learning Social Skillsmentioning

confidence: 99%

The Importance of Socio-Emotional Agency in Applied Games for Social Learning

Prada

2016

Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering

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Abstract.Games have a great potential as learning tools, in particular, because they provide means for players to safely explore and fail, and because they promote personal emotional experiences. To be successful, games must present a good coverage and fidelity of the interaction experience regarding the target learning goals. In the case of learning of social skills, which is one prominent area of application of games, the use of AI characters with socioemotional agency has great potential value. These characters may increase the range of social situations that players can explore (coverage). However, in order to achieve that the AI characters need to be able to present good social behaviour (fidelity). Although, several examples of computational models to achieve this can be found, developing these models remains a challenging research question. Applied Games and LearningGames have been used for other purposes beyond entertainment for several years. For example, as tools to engage people in crowdsourcing tasks, e.g. The use of games for learning is sustained in the strong connection between play and learning, noted in child development studies [7], an idea that was already discussed in the seminal work of John Locke and Jean-Jacques Rousseau in the XVII and XVIII centuries. In turn, learning has been regarded as an important activity in games for promoting fun. Following the Natural Funativity theory [8], which presents fun as a reward for learning, a game that has nothing to teach to a player will become boring and will, therefore, be abandoned.The work of Clark Abt [9], in 1970, fostered the idea of having games directly presented as tools for learning. He coined the term serious games as games that have "an explicit and carefully thought-out educational purpose and are not intended to be played primarily for amusement". Abt argued for the development of new games taking learning goals as their main concern. Since then, serious games have grown as a research field and the term has evolved (commonly, referred now as applied games or games with purpose) to incorporate other serious applications besides education. Education and training are still, nevertheless, regarded as one of the application fields with most potential. Why Applied Games Work for LearningThere are two main reasons why (good) applied games work as learning tools. First, because they enable practice, or, more importantly, because they support proactive exploration and failure. While playing, learners are motivated to explore the range of options presented in the game in the search for specific outcomes. Intended outcomes are not easily achieved, which means that players fail in the process until they achieve a good outcome. Games are good at supporting players recovering from those failures, because they do not imply major consequences in real-life. This means that players can safely fail. They do not fear failure too much and are, therefore, encouraged to explore the different options that the game offers and, for that reason, gain understand...

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The influence of empathy in human–robot relations

Cited by 229 publications

References 33 publications

You’re Doing It Wrong! Studying Unexpected Behaviors in Child-Robot Interaction

You’re Doing It Wrong! Studying Unexpected Behaviors in Child-Robot Interaction

Interactive Drama With Robots for Teaching Non-Technical Subjects

The Importance of Socio-Emotional Agency in Applied Games for Social Learning

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