Behavioral accommodation towards a dance robot tutor

Ros, Raquel; Coninx, Alexandre; Demiris, Yiannis; Patsis, Georgios; Enescu, Valentin; Sahli, Hichem

doi:10.1145/2559636.2559821

Cited by 10 publications

(4 citation statements)

References 5 publications

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“…children becoming more "robotic" in their speech both vocally and linguistically. Robot mimicry has been observed previously (Kahn et al 2007;Ros et al 2014), so it would not be surprising if children adopt robotic mannerisms.…”

Section: Discussionmentioning

confidence: 75%

The case of classroom robots: teachers’ deliberations on the ethical tensions

Serholt

Barendregt

Vasalou³

et al. 2016

AI & Soc

122

147

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Robots are increasingly being studied for use in education. It is expected that robots will have the potential to facilitate children's learning and function autonomously within real classrooms in the near future. Previous research has raised the importance of designing acceptable robots for different practices. In parallel, scholars have raised ethical concerns surrounding children interacting with robots. Drawing on a Responsible Research and Innovation perspective, our goal is to move away from research concerned with designing features that will render robots more socially acceptable by end users toward a reflective dialogue whose goal is to consider the key ethical issues and long-term consequences of implementing classroom robots for teachers and children in primary education. This paper presents the results from several focus groups conducted with teachers in three European countries. Through a thematic analysis, we provide a theoretical account of teachers' perspectives on classroom robots pertaining to privacy, robot role, effects on children and responsibility. Implications for the field of educational robotics are discussed. KeywordsEducational robots, Social implications, Ethics, Teachers' perspectives, Thematic analysis, Focus group AcknowledgmentsWe would first of all like to thank all the teachers and students who took part in the studies. We would also like to extend our gratitude to teacher education students Rebecka Olofsson and Trixie Assarsson for their excellent video editing. We thank Tiago Ribeiro, Eugenio Di Tullio, Etienne Roesch and Daniel Gooch for facilitating some of the focus groups. We would also like to thank master student Thomas Rider for his initial transcription services and ideas. We also thank the MUL group at the University of Gothenburg for their valuable feedback on an earlier version of this paper. This work was partially supported by the European Commission (EC) and was funded by the EU FP7 ICT-317923 project EMOTE (www.emote-project.eu). P. Alves-Oliveira acknowledges a FCT grant ref. SFRH/BD/110223/2015. The authors are solely responsible for the content of this publication. It does not represent the opinion of the EC, and the EC is not responsible for any use that might be made of data appearing therein.We recommend you cite the published version. The final publication is available at Springer via http://dx

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Section: Discussionmentioning

confidence: 75%

The case of classroom robots: teachers’ deliberations on the ethical tensions

Serholt

Barendregt

Vasalou³

et al. 2016

AI & Soc

122

147

View full text Add to dashboard Cite

show abstract

“…From a clinical perspective, the dance activity encourages the child to engage in physical activity, which is important for children with diabetes and also provides a framework in which information about nutrition, exercising and maintaining a healthy lifestyle can be shown to the children. From an HRI research perspective, the dance activity allows the collection of data about child-robot nonverbal communication, imitation and overall interaction (Tanaka et al, 2006;Ros, Baroni, & Demiris, 2014;Ros, Coninx, et al, 2014). This activity is thus overtly physical and encourages learning about diabetes-related concepts through association with postures and movements.…”

Section: Creativementioning

confidence: 99%

Towards Long-Term Social Child-Robot Interaction: Using Multi-Activity Switching to Engage Young Users

Coninx

Baxter

Oleari³

et al. 2015

Journal of Human-Robot Interaction

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Social robots have the potential to provide support in a number of practical domains, such as learning and behaviour change. This potential is particularly relevant for children, who have proven receptive to interactions with social robots. To reach learning and therapeutic goals, a number of issues need to be investigated, notably the design of an effective child-robot interaction (cHRI) to ensure the child remains engaged in the relationship and that educational goals are met. Typically, current cHRI research experiments focus on a single type of interaction activity (e.g. a game). However, these can suffer from a lack of adaptation to the child, or from an increasingly repetitive nature of the activity and interaction. In this paper, we motivate and propose a practicable solution to this issue: an adaptive robot able to switch between multiple activities within single interactions. We describe a system that embodies this idea, and present a case study in which diabetic children collaboratively learn with the robot about various aspects of managing their condition. We demonstrate the ability of our system to induce a varied interaction and show the potential of this approach both as an educational tool and as a research method for long-term cHRI.

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“…One of the hallmarks of HRI is treating the robot as an active means of supporting children as they perform tasks (Belpaeme et al , ; Belpaeme, Kennedy, Ramachandran, Scassellati, & Tanaka, ; Dautenhahn, ; Liu, ). Studies with pre‐school and school children have focused on child–robot interactions during computational thinking tasks (Bers, Flannery, Kazakoff, & Sullivan, ), creative dance (Ros et al , ; Ros & Demiris, ) storytelling (Fridin, ), learning English (Mazzoni & Benvenuti, ; You, Shen, Chang, Liu, & Chen, ) and scientific skills such as computer programming, engineering, physics and mathematics (Benitti, ). As suggested by Woods, Walters, Koay, and Dautenhahn (, ), this specific field needs to be extended to other areas of application so that input can be derived from the use of different research methods.…”

Section: Learning With Robotsmentioning

confidence: 99%

Enhancing wayfinding in pre‐school children through robot and socio‐cognitive conflict

Benvenuti¹,

Mazzoni²

2019

Brit J Educational Tech

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Wayfinding is one of the most important skills that children have to learn in order to safely move in the environment. One problem that 5‐year‐old children encounter with wayfinding is changing their point of view to that of another person in different position in the same environment, such as that of a person opposite them whose perspective is turned 180° with respect to their own. Robots could help children in learning this skill, since children can instruct them to move in the environment, in predetermined paths, by starting from a rotated perspective. This study compares classic socio‐cognitive conflict with a human partner, but in this case with a robot partner, in order to evaluate how a specific activity (instructing a robot to perform a given route) enhances the wayfinding skills of 156 5‐year‐old children. Using two different robots (humanoid and non‐humanoid) and two different conditions (a child and the robot and two children and the robot), the study shows that children who performed the task with the humanoid robot improved their performance significantly better compared with those who used the non‐humanoid robot. Furthermore, children engaged in the Socio‐Cognitive Conflict situation with another child‐outperformed children in the Socio‐Cognitive Conflict with robots. Finally, children with low‐level performance in the pretest made the greatest improvement both in terms of moves made and time taken to complete the task in comparison with children in the High‐Level Group and of the Control Group.

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Behavioral accommodation towards a dance robot tutor

Abstract: We report first results on children adaptive behavior towards a dance tutoring robot. We can observe that children behavior rapidly evolves through few sessions in order to accommodate with the robotic tutor rhythm and instructions.

Cited by 10 publications

References 5 publications

The case of classroom robots: teachers’ deliberations on the ethical tensions

The case of classroom robots: teachers’ deliberations on the ethical tensions

Towards Long-Term Social Child-Robot Interaction: Using Multi-Activity Switching to Engage Young Users

Enhancing wayfinding in pre‐school children through robot and socio‐cognitive conflict

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