The Robotic Archetype: Character Animation and Social Robotics

Lacey, Cherie; Caudwell, Catherine

doi:10.1007/978-3-030-05204-1_3

Cited by 7 publications

(2 citation statements)

References 18 publications

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“…They seem amused, surprised, or moved by the robot. In HRI, while it is widely acknowledged that people often find robots cute ( Gn 2017 ), whether robots should be designed to be found cute is debated as either necessary for the adoption of social robots in the home ( Breazeal 2003 ) or as an ethically problematic way of deceiving users (e.g., Lacey and Caudwell 2018 ). In our data, when children found the robot cute or were amused by it, they often attempted to share this emotion by looking at each other, which sometimes led to mutual gaze between the unacquainted children.…”

Section: Resultsmentioning

confidence: 99%

“…Like animals and other non-human animated agents, robots in their variegated forms can foster powerful affective reactions when they are perceived as “cute” ( Gn 2017 ). While there are concerns over the potential risks of emotional bonding with robots intentionally designed as cute (e.g., Lacey and Caudwell 2018 ) and the ethical problems it poses, as we shift from human-robot interactions to robot-mediated human-human interactions, cuteness becomes a more innocuous and even helpful tool.…”

Section: Discussionmentioning

confidence: 99%

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Robot-Mediated Inclusive Processes in Groups of Children: From Gaze Aversion to Mutual Smiling Gaze

2022

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Our work is motivated by the idea that social robots can help inclusive processes in groups of children, focusing on the case of children who have newly arrived from a foreign country and their peers at school. Building on an initial study where we tested different robot behaviours and recorded children’s interactions mediated by a robot in a game, we present in this paper the findings from a subsequent analysis of the same video data drawing from ethnomethodology and conversation analysis. We describe how this approach differs from predominantly quantitative video analysis in HRI; how mutual gaze appeared as a challenging interactional accomplishment between unacquainted children, and why we focused on this phenomenon. We identify two situations and trajectories in which children make eye contact: asking for or giving instructions, and sharing an emotional reaction. Based on detailed analyses of a selection of extracts in the empirical section, we describe patterns and discuss the links between the different situations and trajectories, and relationship building. Our findings inform HRI and robot design by identifying complex interactional accomplishments between two children, as well as group dynamics which support these interactions. We argue that social robots should be able to perceive such phenomena in order to better support inclusion of outgroup children. Lastly, by explaining how we combined approaches and showing how they build on each other, we also hope to demonstrate the value of interdisciplinary research, and encourage it.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%