EmotoTent

Antle, Alissa N.; Sadka, Ofir; Radu, Iulian; Gong, Boxiao; Cheung, Victor; Baishya, Uddipana

doi:10.1145/3311927.3326596

Cited by 13 publications

(3 citation statements)

References 18 publications

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“…suggest building emotional intelligence skills through storytelling activities with robots, using the RULER framework for promoting emotional literacy (including the skills of recognizing, understanding, labeling, expressing, and regulating emotions). Antle et al (2019) suggested, but have not yet tested, an educational model for practicing emotion regulation, empathy expression, and compassionate actions with peers, pets, and a robotic dog. critically analyzed two models of cognitive rehabilitation therapies.…”

Section: Positive Influencementioning

confidence: 99%

“…In order to teach children emotion regulation, Antle et al (2019) used an idea similar to that of Zuckerman and Hoffman (2015): a non-verbal robot that gently indicates its discomfort when people around it express higher levels of what it considers negative emotions. In these kinds of projects, it is crucial that the robot recognizes the situation correctly.…”

Section: Emotion Regulationmentioning

confidence: 99%

“…et al (2020),,,,,Severson and Carlson (2010),Antle et al (2019,Hood et al (2015), Javed and Park (2019), Mazzei et al (2010), Costa et al (2014) Positively: Björling et al (2020), Rafique et al (2020), Leite et al (2017), Hood et al (2015), Antle et al (2019), Javed and Park (2019), Costa et al (2014) Negatively: 2-Black (2019), Nomura et al (2016) Positively and negatively; it depends 2-Fosch-Villaronga et al (2016), Mazzei et al (2010) Factors that may influence the outcome: Design of the robot (role, level of autonomy, appearance, emotional expressiveness, speech) Situation/Context (individual/group, lab/classroom/home/public place) Duration of interaction…”

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confidence: 99%

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Can communication with social robots influence how children develop empathy? Best-evidence synthesis

Pashevich

2021

AI & Soc

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Social robots are gradually entering children’s lives in a period when children learn about social relationships and exercise prosocial behaviors with parents, peers, and teachers. Designed for long-term emotional engagement and to take the roles of friends, teachers, and babysitters, such robots have the potential to influence how children develop empathy. This article presents a review of the literature (2010–2020) in the fields of human–robot interaction (HRI), psychology, neuropsychology, and roboethics, discussing the potential impact of communication with social robots on children’s social and emotional development. The critical analysis of evidence behind these discussions shows that, although robots theoretically have high chances of influencing the development of empathy in children, depending on their design, intensity, and context of use, there is no certainty about the kind of effect they might have. Most of the analyzed studies, which showed the ability of robots to improve empathy levels in children, were not longitudinal, while the studies observing and arguing for the negative effect of robots on children’s empathy were either purely theoretical or dependent on the specific design of the robot and the situation. Therefore, there is a need for studies investigating the effects on children’s social and emotional development of long-term regular and consistent communication with robots of various designs and in different situations.

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Section: Positive Influencementioning

confidence: 99%

Section: Emotion Regulationmentioning

confidence: 99%