A study to measure the effect of framing a robot as a social agent or as a machine on children's social behavior

Westlund, Jacqueline M. Kory; Martinez, Marayna; Archie, Maryam; Das, Madhurima; Breazeal, Cynthia

doi:10.1109/hri.2016.7451805

Cited by 12 publications

(10 citation statements)

References 12 publications

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“…The effects of expressiveness on experiential states seemed to depend upon the type of expressiveness [62,68,115,128]. In general, robot characteristics had minor or inconsistent influences on children's affect [69,104,106,115,118,128,147]. With respect to the effects of interaction styles on experiential states, strategic interaction seemed to stimulate engagement [20,21,57,73,88,103,127], as well as enjoyment and liking [20,47,60], while emotional and memory-based interaction were positively associated with engagement [2, 4,29,53,82].…”

Section: Experiential Statesmentioning

confidence: 99%

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

Straten

Peter

Kühne

2019

Int J of Soc Robotics

103

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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%

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

Straten

Peter

Kühne

2019

Int J of Soc Robotics

103

View full text Add to dashboard Cite

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“…From a pedagogical point of view, it is desirable to start L2 tutoring as early as possible, especially for children whose school language is an L2, because this could bridge the gap in language proficiency that they often have when entering primary school [29]. Various studies have targeted children as young as 3 years focusing on interactive storytelling in the L1 [22] or on L2 tutoring [73]. However, preschool-aged children (3 to 5 years old) undergo major cognitive, emotional and social developments, such as the expansion of their social competence [15].…”

Section: Age Effectsmentioning

confidence: 99%

“…As such, for them either group interactions [22] or a more "huggable" robot (e.g., Tega) [73] could be more appropriate. Moreover, [49] also found children at the age of 5 years to be more responsive to robot tutoring.…”

Section: Age Effectsmentioning

confidence: 99%

“…For example, [21] has shown that a group introduction in the kindergarten prior to one-on-one interactions with the robot influenced the subsequent interactions positively. Moreover, [72] have shown that introducing the robot in a one-to-many setting was more appreciated than in a one-on-one setting, because the familiarity with their peers can reduce possible anxiety in children.…”

Section: Introducing the Robotmentioning

confidence: 99%

“…The first encounter between robot and child plays a large role in building the child's trust and rapport with the robot, and to create a safe environment [72], which are necessary to facilitate long-term interactions effectively. For example, [21] has shown that a group introduction in the kindergarten prior to one-on-one interactions with the robot influenced the subsequent interactions positively.…”

Section: Introducing the Robotmentioning

confidence: 99%

See 2 more Smart Citations

Guidelines for Designing Social Robots as Second Language Tutors

Belpaeme

Vogt

Berghe

et al. 2018

Int J of Soc Robotics

117

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In recent years, it has been suggested that social robots have potential as tutors and educators for both children and adults. While robots have been shown to be effective in teaching knowledge and skill-based topics, we wish to explore how social robots can be used to tutor a second language to young children. As language learning relies on situated, grounded and social learning, in which interaction and repeated practice are central, social robots hold promise as educational tools for supporting second language learning. This paper surveys the developmental psychology of second language learning and suggests an agenda to study how core concepts of second language learning can be taught by a social robot. It suggests guidelines for designing robot tutors based on observations of second language learning in human-human scenarios, various technical aspects and early studies regarding the effectiveness of social robots as second language tutors.

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A Review of the Ambit of Politics in Social Robotics

Hashim

Yussof

2017

Procedia Computer Science

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A study to measure the effect of framing a robot as a social agent or as a machine on children's social behavior

Cited by 12 publications

References 12 publications

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

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

Guidelines for Designing Social Robots as Second Language Tutors

A Review of the Ambit of Politics in Social Robotics

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