A Comparison of Kindergarten Storytelling by Human and Humanoid Robot with Different Social Behavior

Conti, Daniela; Nuovo, Alessandro Di; Cirasa, Carla; Nuovo, Santo Di

doi:10.1145/3029798.3038359

Cited by 27 publications

(12 citation statements)

References 8 publications

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“…In addition to addressing the shortcomings of the present study, future research may attempt to confirm the present results by studying the association between 2D:4D ratio and personological factors, as well as circulating testosterone and salivary cortisol levels, across a range of individuals who engage in extreme sports and other risk-taking behaviors. Nonetheless, the present work, together with a growing body of similar studies at the hormonal level, demonstrates the importance of biological input in participants' behaviors when considered at risk (69)(70)(71)(72)(73)(74)(75)(76)(77)(78).…”

Section: Discussionmentioning

confidence: 59%

Digit ratio, personality and emotions in skydivers

Massimino

Rinella

Buscemi³

et al. 2018

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The aim of the present study was investigate if there is an association between second-to-fourth digit length (2D:4D) ratio and personality factors capable of serving as predictors of individual choice towards high-risk activities in a group of experts skydivers; Furthermore, their skills in regulating anxiety and emotions were assessed. The 2D:4D ratio of the right hand of 41 expert skydivers was measured and each of them completed four questionnaires: Big Five Questionnaire-2 (BFQ-2), Profile of Mood States (POMS), State-Trait Anxiety Inventory Form Y (STAI-Y) and Risk-Taking Inventory. Lower 2D:4D ratios did not appear associated with a greater propensity for taking risks but rather with a lower aptitude to assume precautions in unsafe conditions. In fact, the only sub-dimensions of personality, analyzed by the BFQ-2, correlated with the 2D:4D ratio were conscientiousness and agreeableness. Furthermore, prior to launch, the skydiver's level of stress, measured by the POMS, or state anxiety, measured by the STAI-Y, was not significantly correlated with 2D:4D ratio; whereas there was significant positive correlation between 2D:4D values and trait anxiety. Data analysis further revealed that social desirability correlated negatively with state anxiety and total mood disturbance index, and positively with emotion control. The present results suggest that lower 2D:4D ratio may represent a significant predictor of less attentive precautionary behavior when risk-taking.

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Section: Discussionmentioning

confidence: 59%

Digit ratio, personality and emotions in skydivers

Massimino

Rinella

Buscemi³

et al. 2018

biom rep

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“…Robot tutors that can gesture may be especially effective for children because children benefit from gestures more than adults in human–human interaction ; gestures improve speech comprehension in a second language (L2) in less‐skilled learners , and gestures increase children's attention to the learning materials . For example, Italian‐speaking 5‐ to 6‐year‐olds recalled stories more accurately when the tales were narrated by an expressive humanoid robot that used gestures, eye gaze, and voice tone than when they were told by an inexpressive human teacher .…”

Section: Why Use Robots For Learning Language?mentioning

confidence: 99%

Social Robots for Early Language Learning: Current Evidence and Future Directions

Kanero

Geçkin

Oranç

et al. 2018

Child Dev Perspectives

110

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ABSTRACT-In this article, we review research on childrobot interaction (CRI) to discuss how social robots can be used to scaffold language learning in young children. First we provide reasons why robots can be useful for teaching first and second languages to children. Then we review studies on CRI that used robots to help children learn vocabulary and produce language. The studies vary in first and second languages and demographics of the learners (typically developing children and children with hearing and communication impairments). We conclude that, although social robots are useful for teaching language to children, evidence suggests that robots are not as effective as human teachers. However, this conclusion is not definitive because robots that tutor students in language have not been evaluated rigorously and technology is advancing rapidly. We suggest that CRI offers an opportunity for research and list possible directions for that work. KEYWORDS-child-robotinteraction; social robots; language learning Using technology in early education has gained considerable attention as digital devices (e.g., smartphones and tablets) have developed and been integrated into children's lives (1). In this article, we spotlight one of the newest additions to the list of devices-social robots-and discuss whether research on child-robot interaction (CRI) can help children learn first and second languages.A social robot is "an autonomous or semiautonomous robot that interacts and communicates with humans by following the behavioral norms expected by the people with whom the robot is intended to interact" (2, p. 592). Social robots have been used to teach scientific knowledge, mathematics, social skills, computer programming, and language (3, 4). However, research on CRI has not been readily accessible to all those interested because the studies appear primarily in conference proceedings and journals dedicated to the field of robotics. Furthermore, these studies often focus on technical features of robots rather than educational concerns, such as whether and how robots can help young language learners.In this article, we summarize findings on CRI and evaluate them critically. First we discuss briefly why a robot may be useful for teaching language to children. Then we evaluate whether children enjoy learning language with a robot. In the main section of the article, we ask whether children can learn language from a robot. We analyze learning outcomes at three levels: whether robots are at all successful teaching language to children, whether they are more successful teaching language than other digital devices, and whether robots can teach language as effectively as human teachers. Although social robots have potential as a language teaching tool, evidence suggests that robots are not as effective as human teachers. However, we argue that researchers must continue exploring this issue because the educational benefits of robots have not been evaluated thoroughly and technology in robotics is advancing quickly. In the last sec...

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“…The robot used for leading the robot-assisted therapy was the Softbank Robotics Nao v4, which is a small toy-like humanoid robot, very popular for child-robot interaction studies [18,22,51,52].…”

Section: The Robot Therapist: the Softbank Robotics Naomentioning

confidence: 99%

Deep Learning Systems for Estimating Visual Attention in Robot-Assisted Therapy of Children with Autism and Intellectual Disability

et al. 2018

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Recent studies suggest that some children with autism prefer robots as tutors for improving their social interaction and communication abilities which are impaired due to their disorder. Indeed, research has focused on developing a very promising form of intervention named Robot-Assisted Therapy. This area of intervention poses many challenges, including the necessary flexibility and adaptability to real unconstrained therapeutic settings, which are different from the constrained lab settings where most of the technology is typically tested. Among the most common impairments of children with autism and intellectual disability is social attention, which includes difficulties in establishing the correct visual focus of attention. This article presents an investigation on the use of novel deep learning neural network architectures for automatically estimating if the child is focusing their visual attention on the robot during a therapy session, which is an indicator of their engagement. To study the application, the authors gathered data from a clinical experiment in an unconstrained setting, which provided low-resolution videos recorded by the robot camera during the child-robot interaction. Two deep learning approaches are implemented in several variants and compared with a standard algorithm for face detection to verify the feasibility of estimating the status of the child directly from the robot sensors without relying on bulky external settings, which can distress the child with autism. One of the proposed approaches demonstrated a very high accuracy and it can be used for off-line continuous assessment during the therapy or for autonomously adapting the intervention in future robots with better computational capabilities.

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A Comparison of Kindergarten Storytelling by Human and Humanoid Robot with Different Social Behavior

Cited by 27 publications

References 8 publications

Digit ratio, personality and emotions in skydivers

Digit ratio, personality and emotions in skydivers

Social Robots for Early Language Learning: Current Evidence and Future Directions

Deep Learning Systems for Estimating Visual Attention in Robot-Assisted Therapy of Children with Autism and Intellectual Disability

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