Exploring the Effects of a Social Robot's Speech Entrainment and Backstory on Young Children's Emotion, Rapport, Relationship, and Learning.
Exploring the Effects of a Social Robot's Speech Entrainment and Backstory on Young Children's Emotion, Rapport, Relationship, and Learning.
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DOI：
10.3389/frobt.2019.00054
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发表时间：
2019
影响因子：
3.4
通讯作者：
Breazeal C
中科院分区：
文献类型：
--
作者：
Kory-Westlund JM;Breazeal C
在积极的人际关系中，人们经常镜像或模仿彼此的行为。这种模仿，也被称为夹带，与融洽和更顺畅的社会互动有关。由于学习场景中的融洽关系已被证明可以改善学习效果，因此我们研究了使社交机器人学习伴侣能够执行建立融洽关系的行为是否可以改善儿童在讲故事活动中的学习和参与。我们使社交机器人能够执行两种特定的融洽关系和关系建立行为：言语诱导和自我披露（以机器人糟糕的言语和听力能力的背景故事的形式分享个人信息）。我们招募了86名3-8岁的儿童与机器人互动，进行了一项2 × 2的被试间实验研究，测试了机器人夹带与无夹带以及背景故事对能力的影响。机器人与孩子们进行一对一的对话，讲述一个嵌入关键词汇的故事，并要求孩子们复述这个故事。我们测量了孩子们在互动过程中对关键词的回忆和他们的情绪，检查了他们的故事复述，并询问了孩子们关于他们与机器人关系的问题。我们发现，机器人的诱导导致孩子们表现出更多的积极情绪和更少的消极情绪。听过机器人背景故事的孩子更容易接受机器人糟糕的听力。伴随着背景故事的诱导，孩子们在复述故事时使用了更多的关键词，并匹配了更多的机器人短语。此外，这些孩子更有可能认为机器人更像人类，更有可能遵守机器人的要求。这些结果表明，机器人的语音夹带和背景故事增加了儿童的参与和享受的互动，提高了他们的感知的关系，并有助于儿童的成功复述的故事。
In positive human-human relationships, people frequently mirror or mimic each other's behavior. This mimicry, also called entrainment, is associated with rapport and smoother social interaction. Because rapport in learning scenarios has been shown to lead to improved learning outcomes, we examined whether enabling a social robotic learning companion to perform rapport-building behaviors could improve children's learning and engagement during a storytelling activity. We enabled the social robot to perform two specific rapport and relationship-building behaviors: speech entrainment and self-disclosure (shared personal information in the form of a backstory about the robot's poor speech and hearing abilities). We recruited 86 children aged 3–8 years to interact with the robot in a 2 × 2 between-subjects experimental study testing the effects of robot entrainment Entrainment vs. No entrainment and backstory about abilities Backstory vs. No Backstory. The robot engaged the children one-on-one in conversation, told a story embedded with key vocabulary words, and asked children to retell the story. We measured children's recall of the key words and their emotions during the interaction, examined their story retellings, and asked children questions about their relationship with the robot. We found that the robot's entrainment led children to show more positive emotions and fewer negative emotions. Children who heard the robot's backstory were more likely to accept the robot's poor hearing abilities. Entrainment paired with backstory led children to use more of the key words and match more of the robot's phrases in their story retells. Furthermore, these children were more likely to consider the robot more human-like and were more likely to comply with one of the robot's requests. These results suggest that the robot's speech entrainment and backstory increased children's engagement and enjoyment in the interaction, improved their perception of the relationship, and contributed to children's success at retelling the story.