Breakdowns in children's interactions with a robotic tutor: A longitudinal study
Breakdowns in children's interactions with a robotic tutor: A longitudinal study
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儿童与机器人导师互动的失败：一项纵向研究
DOI：
10.1016/j.chb.2017.12.030
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Sofia Serholt
中科院分区：
文献类型：
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作者：
Sofia Serholt
近年来，通过使用社会机器人技术，探索儿童机器人交互对教育目的的好处的研究兴趣越来越大。尽管有这样的标签，但这类机器人通常只在脚本活动中进行社交。目前的研究对机器人导师的案例进行了批判性的研究，该案例在一所小学实施了3.5个月，孩子们反复轮流与机器人单独或成对互动。这项研究的目的是探索是什么原因导致儿童与机器人导师的互动失败。本研究采用质性研究的方法，通过互动分析和主题分析，对14小时以上的儿童互动录像进行了深入分析。结果包括四个主题来解释为什么孩子们与机器人导师的互动会失败：（1）机器人无法唤起最初的参与和识别误解，（2）令人困惑的脚手架，（3）缺乏一致性和公平性，最后，（4）控制器问题。这些故障的机器人的教育用途的影响进行了讨论，并得出结论，需要严格解决的几个挑战，以便机器人导师能够在教育功能。
In recent years, there has been a growing research interest towards exploring the benefit of Child–Robot Interaction for educational purposes through the use of social robotics. Despite the label, such robots are typically only social within scripted activities. The current study takes a critical look at the case of a robotic tutor which was implemented in an elementary school for 3.5 months, where children repeatedly took turns interacting with the robot individually as well as in pairs. The aim of the study was to explore what caused breakdowns in children's interactions with the robotic tutor. In this qualitative study, over 14 h of video recordings of children's interaction sessions were analyzed in-depth through interaction analysis and thematic analysis. The results comprise four themes to explain why children's interactions with the robotic tutor break down: (1) the robot's inability to evoke initial engagement and identify misunderstandings, (2) confusing scaffolding, (3) lack of consistency and fairness, and finally, (4) controller problems. The implications of these breakdowns for the educational use of robots are discussed, and it is concluded that several challenges need to be rigorously addressed in order for robotic tutors to be able to feature in education.