Spatiotemporal Aspects of Engagement during Dialogic Storytelling Child–Robot Interaction

Heath, Scott; Durantin, Gautier; Bodén, Marie; Hensby, Kristyn; Taufatofua, Jonathon; Olsson, Ola; Weigel, Jason; Pounds, Paul E. I.; Wiles, Janet

doi:10.3389/frobt.2017.00027

Cited by 13 publications

(3 citation statements)

References 30 publications

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“…In addition to the motivational perspective, the engagement of the learner is a relevant factor for the efficient and sustainable acquisition of knowledge (Finn and Zimmer 2012;Rodgers 2008). Engagement in the context of a social interaction is to be seen as the combination of the factors attention and understanding (Heath et al 2017), as the basis of an interaction process within which people establish, maintain and end a connection with each other (Sidner et al 2005). In the learning context, engagement describes the active and emotional involvement as well as the workload of the learner as quality criteria of the user experience (Beer et al 2010;O'Brien et al 2018).…”

Section: Motivation and Engagementmentioning

confidence: 99%

Integration of a social robot and gamification in adult learning and effects on motivation, engagement and performance

2022

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Learning is a central component of human life and essential for personal development. Therefore, utilizing new technologies in the learning context and exploring their combined potential are considered essential to support self-directed learning in a digital age. A learning environment can be expanded by various technical and content-related aspects. Gamification in the form of elements from video games offers a potential concept to support the learning process. This can be supplemented by technology-supported learning. While the use of tablets is already widespread in the learning context, the integration of a social robot can provide new perspectives on the learning process. However, simply adding new technologies such as social robots or gamification to existing systems may not automatically result in a better learning environment. In the present study, game elements as well as a social robot were integrated separately and conjointly into a learning environment for basic Spanish skills, with a follow-up on retained knowledge. This allowed us to investigate the respective and combined effects of both expansions on motivation, engagement and learning effect. This approach should provide insights into the integration of both additions in an adult learning context. We found that the additions of game elements and the robot did not significantly improve learning, engagement or motivation. Based on these results and a literature review, we outline relevant factors for meaningful integration of gamification and social robots in learning environments in adult learning.

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Section: Motivation and Engagementmentioning

confidence: 99%

Integration of a social robot and gamification in adult learning and effects on motivation, engagement and performance

2022

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“…Likewise, for children's speech, when the childrobot task requires them to use speech, it is still possible that children are answering the question in order to continue with the task without being actively task-engaged. Other studies measure the body posture of the child and the distance to the robot (Heath et al, 2017;Sanghvi et al, 2011), sometimes in combination with speech (Javed, Lee, & Park, 2020;Jeong, Breazeal, Logan, & Weinstock, 2018) or in combination with touch behavior on a tablet (Vázquez, Steinfeld, Hudson, & Forlizzi, 2014). However, these studies do not take into account that the task might require children to move around and children are in general more active and move around more than adults.…”

Section: Engagementmentioning

confidence: 99%

Engagement in longitudinal child-robot language learning interactions: Disentangling robot and task engagement

Haas

Vogt

Berghe

et al. 2022

International Journal of Child-Computer Interaction

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“…Researchers developing a storytelling robot interacting with children aged 4–5 years have confirmed the importance of temporal features in the pragmatics of interactions. Contingent responses from the robot, in relation to the attentional and social cues signaled by the children, were indeed found to facilitate engagement of the latter ( Heath et al, 2017 ).…”

Section: Pragmatics In Hri: Which Ingredients Are Necessary For Effecmentioning

confidence: 99%

Contribution of Developmental Psychology to the Study of Social Interactions: Some Factors in Play, Joint Attention and Joint Action and Implications for Robotics

Cochet

Guidetti

2018

Front. Psychol.

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Children exchange information through multiple modalities, including verbal communication, gestures and social gaze and they gradually learn to plan their behavior and coordinate successfully with their partners. The development of joint attention and joint action, especially in the context of social play, provides rich opportunities for describing the characteristics of interactions that can lead to shared outcomes. In the present work, we argue that human–robot interactions (HRI) can benefit from these developmental studies, through influencing the human’s perception and interpretation of the robot’s behavior. We thus endeavor to describe some components that could be implemented in the robot to strengthen the feeling of dealing with a social agent, and therefore improve the success of collaborative tasks. Focusing in particular on motor precision, coordination, and anticipatory planning, we discuss the question of complexity in HRI. In the context of joint activities, we highlight the necessity of (1) considering multiple speech acts involving multimodal communication (both verbal and non-verbal signals), and (2) analyzing separately the forms and functions of communication. Finally, we examine some challenges related to robot competencies, such as the issue of language and symbol grounding, which might be tackled by bringing together expertise of researchers in developmental psychology and robotics.

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Spatiotemporal Aspects of Engagement during Dialogic Storytelling Child–Robot Interaction

Cited by 13 publications

References 30 publications

Integration of a social robot and gamification in adult learning and effects on motivation, engagement and performance

Integration of a social robot and gamification in adult learning and effects on motivation, engagement and performance

Engagement in longitudinal child-robot language learning interactions: Disentangling robot and task engagement

Contribution of Developmental Psychology to the Study of Social Interactions: Some Factors in Play, Joint Attention and Joint Action and Implications for Robotics

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