Evaluation methods for user-centered child-robot interaction

Charisi, Vicky; Davison, Daniel; Reidsma, Dennis; Evers, Vanessa

doi:10.1109/roman.2016.7745171

Cited by 30 publications

(18 citation statements)

References 24 publications

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“…Robotic technology for children can affect the way children develop. Robots are becoming part of children's care, education, entertainment, social assistance and therapy holding promises to support children's development in novel ways [1,2,3,5]. However, research has shown that technologies that do not take into account children's needs, abilities, interests, and developmental characteristics may have limited and sometimes even a negative impact on their physical, cognitive, social, emotional, and moral development.…”

Section: Overview Of the Workhopmentioning

confidence: 99%

Growing-Up Hand in Hand with Robots

Zaga

Charisi

Schadenberg

et al. 2017

Proceedings of the Companion of the 2017 ACM/IEEE International Conference on Human-Robot Interaction

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Section: Overview Of the Workhopmentioning

confidence: 99%

Growing-Up Hand in Hand with Robots

Zaga

Charisi

Schadenberg

et al. 2017

Proceedings of the Companion of the 2017 ACM/IEEE International Conference on Human-Robot Interaction

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“…A recent review on educational robots found 101 papers with 309 study results [2], but a survey on only longitudinal interactions [24] reported a mere 8 studies. We discuss an additional 6 studies, but in a review on evaluation methods we also observed a substantial lack of long term studies, among other things related to practical challenges in long term classroom research and the technological readiness of robotic systems [6]. The paucity of long term studies is a real problem.…”

Section: Introductionmentioning

confidence: 98%

“…ACM ISBN 978-1-4503-6746-2/20/03. https://doi.org/10.1145/3319502.3374803 stay relevant and engaging over time [6]. To understand the exact design parameters it is important to gain insight into how children interact with HRI systems, day-to-day in their own classrooms.…”

Section: Introductionmentioning

confidence: 99%

Working with a Social Robot in School

Davison

Wijnen

Charisi³

et al. 2020

Proceedings of the 2020 ACM/IEEE International Conference on Human-Robot Interaction

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Interactive learning technologies, such as robots, increasingly find their way into schools. However, more research is needed to see how children might work with such systems in the future. This paper presents the unsupervised, four month deployment of a Robot-Extended Computer Assisted Learning (RECAL) system with 61 children working in their own classroom. Using automatically collected quantitative data we discuss how their usage patterns and self-regulated learning process developed throughout the study. CCS CONCEPTS • Applied computing → Interactive learning environments; • Computer systems organization → Robotics; • Human-centered computing → Field studies; • Social and professional topics → Children; • Hardware → Sensors and actuators.

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“…However, the majority of the existing research in the field of child-robot interaction refers to studies with imposed canonical robot interventions which do not allow children to develop their exploratory skills and exhibit self-initiated voluntary interaction. In addition to this, most of the existing work focuses only on the learning outcomes (Charisi et al, 2016 ) without examining the development of learning process as it occurs and the emergence of possible patterns.…”

Section: Introductionmentioning

confidence: 99%

Child-Robot Collaborative Problem-Solving and the Importance of Child's Voluntary Interaction: A Developmental Perspective

et al. 2020

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The emergence and development of cognitive strategies for the transition from exploratory actions towards intentional problem-solving in children is a key question for the understanding of the development of human cognition. Researchers in developmental psychology have studied cognitive strategies and have highlighted the catalytic role of the social environment. However, it is not yet adequately understood how this capacity emerges and develops in biological systems when they perform a problemsolving task in collaboration with a robotic social agent. This paper presents an empirical study in a human-robot interaction (HRI) setting which investigates children's problemsolving from a developmental perspective. In order to theoretically conceptualize children's developmental process of problem-solving in HRI context, we use principles based on the intuitive theory and we take into consideration existing research on executive functions with a focus on inhibitory control. We considered the paradigm of the Tower of Hanoi and we conducted an HRI behavioral experiment to evaluate task performance. We designed two types of robot interventions, "voluntary" and "turntaking"-manipulating exclusively the timing of the intervention. Our results indicate that the children who participated in the voluntary interaction setting showed a better performance in the problem solving activity during the evaluation session despite their large variability in the frequency of self-initiated interactions with the robot. Additionally, we present a detailed description of the problem-solving trajectory for a representative single case-study, which reveals specific developmental patterns in the context of the specific task. Implications and future work are discussed regarding the development of intelligent robotic systems that allow child-initiated interaction as well as targeted and not constant robot interventions.

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Evaluation methods for user-centered child-robot interaction

Cited by 30 publications

References 24 publications

Growing-Up Hand in Hand with Robots

Growing-Up Hand in Hand with Robots

Working with a Social Robot in School

Child-Robot Collaborative Problem-Solving and the Importance of Child's Voluntary Interaction: A Developmental Perspective

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