Social robots in educational institutions they came to stay: Introducing, evaluating, and securing social robots in daily education

Kirstein, Franziska; Risager, Rikke Voldsgaard

doi:10.1109/hri.2016.7451802

Cited by 14 publications

(10 citation statements)

References 9 publications

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“…The professional staff also noticed that pupils showed more sustained interest and greater concentration when NAO was used than in similar teaching settings without the robot. This finding confirms laboratory research conducted by Kirstein and Risager (2016). Some autistic pupils can perform an activity for a longer time than with nondigital materials and with a teacher as instructor.…”

Section: Discussionsupporting

confidence: 92%

Educators' perspectives on working with a humanoid robot in a French preschool class for autistic children

Garnier¹,

Martel²,

Dachez³

et al. 2023

Research in Spec Educ Needs

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Humanoid robots have shown to provide interesting perspectives for autistic children. Yet, few studies have looked at educators' point of view on the use of such robots in educational settings. This paper presents a case study of the use of a humanoid robot, NAO, in a French preschool class dedicated to autistic children. Our work focuses on the perspectives of the adults working with these children. We interviewed the professional staff about changes in their teaching due to the presence of the robot, about the effects on the pupils' behaviour, and about the collaboration between the special needs teacher, the special needs support worker and the operational specialist from the digital education department of the district academic head office. Four themes were identified: joint reflection and collaboration when working with NAO, working with NAO, impact of NAO on pupils, impact of NAO on adults. The professionals underscored the necessity of adopting certain attitudes, in particular, the most neutral facial expression possible, so as not to disturb the children's learning process. They were under the impression that the robot had a beneficial effect on the pupils in terms of learning and social skills, and that it facilitated collaboration among them.

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Section: Discussionsupporting

confidence: 92%

Educators' perspectives on working with a humanoid robot in a French preschool class for autistic children

Garnier¹,

Martel²,

Dachez³

et al. 2023

Research in Spec Educ Needs

View full text Add to dashboard Cite

show abstract

“…• The increasing number of social robots interacting with children (e.g., [76,81]) demands analysis of building trust in CRI. Some researchers already work on factors affecting trust for adults [30].…”

Section: Trustmentioning

confidence: 99%

Exploring the Role of Trust and Expectations in CRI Using In-the-Wild Studies

et al. 2021

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Studying interactions of children with humanoid robots in familiar spaces in natural contexts has become a key issue for social robotics. To fill this need, we conducted several Child–Robot Interaction (CRI) events with the Pepper robot in Polish and Japanese kindergartens. In this paper, we explore the role of trust and expectations towards the robot in determining the success of CRI. We present several observations from the video recordings of our CRI events and the transcripts of free-format question-answering sessions with the robot using the Wizard-of-Oz (WOZ) methodology. From these observations, we identify children’s behaviors that indicate trust (or lack thereof) towards the robot, e.g., challenging behavior of a robot or physical interactions with it. We also gather insights into children’s expectations, e.g., verifying expectations as a causal process and an agency or expectations concerning the robot’s relationships, preferences and physical and behavioral capabilities. Based on our experiences, we suggest some guidelines for designing more effective CRI scenarios. Finally, we argue for the effectiveness of in-the-wild methodologies for planning and executing qualitative CRI studies.

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“…Social robots are increasingly popular as Emotional Support (ES) actors in youth-care programs for children (e.g., in hospitals [Jeong et al, 2015, Moerman and Jansens, 2021, Meghdari et al, 2016, schools [Kirstein andRisager, 2016, Belpaeme et al, 2018], and youth-care centers [Saldien et al, 2010, Huijnen et al, 2016). Yet, it is still unclear which role the social robot should entail and what a fulfilling child-robot relationship looks like in this domain.…”

Section: Introductionmentioning

confidence: 99%

Symbiotic Child Emotional Support with Social Robots and Temporal Knowledge Graphs

Saccardi¹,

Islakoglu²,

Neerincx³

et al. 2022

Preprint

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In current youth-care programs, children with needs (mental health, family issues, learning disabilities, and autism) receive support from youth and family experts as one-to-one assistance at schools or hospitals. Occasionally, social robots have featured in such settings as support roles in a one-to-one interaction with the child. In this paper, we suggest the development of a symbiotic framework for realtime Emotional Support (ES) with social robots Knowledge Graphs (KG). By augmenting a domain-specific corpus from the literature on ES for children (between the age of 8 and 12) and providing scenario-driven context including the history of events, we suggest developing an experimental knowledge-aware ES framework. The framework both guides the social robot in providing ES statements to the child and assists the expert in tracking and interpreting the child's emotional state and related events over time.

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Social robots in educational institutions they came to stay: Introducing, evaluating, and securing social robots in daily education

Cited by 14 publications

References 9 publications

Educators' perspectives on working with a humanoid robot in a French preschool class for autistic children

Educators' perspectives on working with a humanoid robot in a French preschool class for autistic children

Exploring the Role of Trust and Expectations in CRI Using In-the-Wild Studies

Symbiotic Child Emotional Support with Social Robots and Temporal Knowledge Graphs

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