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

Grimminger, Angela; Rohlfing, Katharina J.

doi:10.21437/wocci.2017-5

Cited by 3 publications

(2 citation statements)

References 24 publications

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“…This method ensured assessment of whether the children were able to transfer their knowledge to other objects and whether their knowledge was stable. We used a routinized activity for children and embedded the test procedure within a shared picture book reading situation (Grimminger and Rohlfing, 2017). In this test, the child was asked to turn the pages while the robot talked about the pictures with the child and elicited the trained words (see Figure 2B).…”

Section: Methodsmentioning

confidence: 99%

Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning

2021

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Temperamental traits can decisively influence how children enter into social interaction with their environment. Yet, in the field of child–robot interaction, little is known about how individual differences such as shyness impact on how children interact with social robots in educational settings. The present study systematically assessed the temperament of 28 preschool children aged 4–5 years in order to investigate the role of shyness within a dyadic child–robot interaction. Over the course of four consecutive sessions, we observed how shy compared to nonshy children interacted with a social robot during a word-learning educational setting and how shyness influenced children’s learning outcomes. Overall, results suggested that shy children not only interacted differently with a robot compared to nonshy children, but also changed their behavior over the course of the sessions. Critically, shy children interacted less expressively with the robot in general. With regard to children’s language learning outcomes, shy children scored lower on an initial posttest, but were able to close this gap on a later test, resulting in all children retrieving the learned words on a similar level. When intertest learning gain was considered, regression analyses even confirmed a positive predictive role of shyness on language learning gains. Findings are discussed with regard to the role of shyness in educational settings with social robots and the implications for future interaction design.

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Section: Methodsmentioning

confidence: 99%

Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning

2021

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“…After the exposure to the training situation, children from both groups were tested for retention of the target words. To do so, we used a routinized activity for children and embedded the test procedure within a shared picture book reading situation (Grimminger and Rohlfing, 2017). In this test the child was asked to turn the pages while the interlocutor talked about the pictures with the child and elicited the trained words (see Figure 3).…”

Section: General Proceduresmentioning

confidence: 99%

Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction

2021

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Social robots have emerged as a new digital technology that is increasingly being implemented in the educational landscape. While social robots could be deployed to assist young children with their learning in a variety of different ways, the typical approach in educational practices is to supplement the learning process rather than to replace the human caregiver, e.g., the teacher, parent, educator or therapist. When functioning in the role of an educational assistant, social robots will likely constitute a part of a triadic interaction with the child and the human caregiver. Surprisingly, there is little research that systematically investigates the role of the caregiver by examining the ways in which children involve or check in with them during their interaction with another partner—a phenomenon that is known as social referencing. In the present study, we investigated social referencing in the context of a dyadic child–robot interaction. Over the course of four sessions within our longitudinal language-learning study, we observed how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers who were not actively involved in the language-learning procedure. The children participating in the study were randomly assigned to either an interaction with a social robot or a human partner. Our results revealed that all children across both conditions utilized social referencing behaviors to address their caregiver. However, we found that the children who interacted with the social robot did so significantly more frequently in each of the four sessions than those who interacted with the human partner. Further analyses showed that no significant change in their behavior over the course of the sessions could be observed. Findings are discussed with regard to the caregiver's role during children's interactions with social robots and the implications for future interaction design.

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WOCCI 2017: 6th international workshop on child computer interaction (workshop summary)

Evanini

Najafian

Safavi

et al. 2017

Proceedings of the 19th ACM International Conference on Multimodal Interaction

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

Cited by 3 publications

References 24 publications

Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning

Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning

Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction

WOCCI 2017: 6th international workshop on child computer interaction (workshop summary)

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