Learner personality type effect on attitude toward social assistive robotics in learning for children with disabilities

Abstract

Social robots' presence in the educational sector becomes increasingly important especially to support people with specific needs, it is essential to evaluate their effectiveness in different contexts and to examine the impact of this creative modality of teaching on the psychic of learners studying their personalities. In this work, we are exploring the use of a social assistance robot to perform interactions with the learners in order to determine the type of their personalities and observe the psychological change of the learners during the student-robot interaction according to their personalities. To realize our study, we have deployed a model for the integration of a humanoid assistant robot in an educational environment. The assistant robot should supervise, assist, encourage, and socially interact with learners to acquire information about their personality types. The Negative Attitude Scale toward Robots (NARS) and the Myers Briggs Type Indicator MBTI personality test was used to collect the data. The results indicate the personality types of the participants that are most dominant. The results also show a positive correlation value that should not be neglected between personality type and negative attitudes towards robots. The findings of the study can be used to encourage teachers to better understand the personality type of their students so that they can integrate robots into appropriate child-robot interaction situations.