探索儿童与机器人互动中机器人失误的空间

IF 0.9 4区心理学 Q3 COMMUNICATION

Interaction Studies Pub Date : 2022-12-31 DOI:10.1075/is.21034.sto

Rebecca Stower, Rania Abdelghani, Marisa Tschopp, Keegan W M Evangelista, M. Chetouani, Arvid Kappas

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引用次数: 0

摘要

了解机器人错误对儿童-机器人互动（CRI）的影响至关重要，因为当前的技术系统仍然有限，在与儿童互动过程中可能会随机出现各种错误。在本研究中，我们在用Cozmo机器人执行的半自主计算思维任务中处理了NAO机器人的基于任务的错误。分析了72名7-10岁儿童对NAO的态度（社会信任、能力信任、喜好和感知代理）、对机器人的行为（自我披露，遵循建议）以及任务表现。我们没有发现机器人的错误对儿童自我报告的态度、行为或任务表现的定量影响。年龄与对NAO的社会态度或行为也没有显著相关性，尽管在任务表现方面存在一些与年龄相关的差异。讨论了缺乏统计效果的潜在原因以及该研究在机器人错误操作方面的局限性，并对未来CRI研究的设计提供了见解。

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Exploring space for robot mistakes in child robot interactions

Understanding the impact of robot errors in child-robot-interactions (CRI) is critical, as current technological systems are still limited and may randomly present a variety of mistakes during interactions with children. In this study we manipulate a task-based error of a NAO robot during a semi-autonomous computational thinking task implemented with the Cozmo robot. Data from 72 children aged 7–10 were analysed regarding their attitudes towards NAO (social trust, competency trust, liking, and perceived agency), their behaviour towards the robot (self-disclosure, following recommendations), as well as their task performance. We did not find quantitative effects of the robot’s error on children’s self-reported attitudes, behaviour, or task performance. Age was also not significantly related to either social attitudes or behaviours towards NAO, although there were some age-related differences in task performance. Potential reasons behind the lack of statistical effects and limitations of the study with regards to the manipulation of robot errors are discussed and insights into the design of future CRI studies provided.

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来源期刊

Interaction Studies Multiple-

CiteScore

3.30

自引率

6.70%

发文量

期刊介绍： This international peer-reviewed journal aims to advance knowledge in the growing and strongly interdisciplinary area of Interaction Studies in biological and artificial systems. Understanding social behaviour and communication in biological and artificial systems requires knowledge of evolutionary, developmental and neurobiological aspects of social behaviour and communication; the embodied nature of interactions; origins and characteristics of social and narrative intelligence; perception, action and communication in the context of dynamic and social environments; social learning.