Back to School - Sustaining Recurring Child-Robot Educational Interactions After a Long Break

Maintaining the child-robot relationship after a significant break, such as a holiday, is an important step for developing sustainable social robots for education. We ran a four-session user study (n = 113 children) that included a nine-month break between the third and fourth session. During the st...

Celý popis

Uloženo v:
Podrobná bibliografie
Vydáno v:2024 19th ACM/IEEE International Conference on Human-Robot Interaction (HRI) s. 433 - 442
Hlavní autoři: Ligthart, Mike E. U., de Droog, Simone M., Bossema, Marianne, Elloumi, Lamia, de Haas, Mirjam, Smakman, Matthijs H. J., Hindriks, Koen V., Allouch, Somaya Ben
Médium: Konferenční příspěvek
Jazyk:angličtina
Vydáno: ACM 11.03.2024
Témata:
Child-Robot Interaction
Cognitive robotics
Design methodology
Education
Human computer interaction
Long-term Engagement
Longitudinal Study
Mathematics Education
Personalization
Robots
Social Robotics
Social robots
On-line přístup:Získat plný text
Tagy: Přidat tag
Žádné tagy, Buďte první, kdo vytvoří štítek k tomuto záznamu!
Popis
Shrnutí:Maintaining the child-robot relationship after a significant break, such as a holiday, is an important step for developing sustainable social robots for education. We ran a four-session user study (n = 113 children) that included a nine-month break between the third and fourth session. During the study, participants practiced math with the help of a social robot math tutor. We found that social personalization is an effective strategy to better sustain the child-robot relationship than the absence of social personalization. To become reacquainted after the long break, the robot summarizes a few pieces of information it had stored about the child. This gives children a feeling of being remembered, which is a key contributor to the effectiveness of social personalization. Enabling the robot to refer to information previously shared by the child is another key contributor to social personalization. Conditional for its effectiveness, however, is that children notice these memory references. Finally, although we found that children's interest in the tutoring content is related to relationship formation, personalizing the topics did not lead to more interest in the content. It seems likely that not all of the memory information that was used to personalize the content was up-to-date or socially relevant.CCS CONCEPTS* Applied computing → Education; * Human-centered computing → Empirical studies in interaction design; * Computing methodologies → Cognitive robotics.
DOI:10.1145/3610977.3635001