"Oh no, my instructions were wrong!" An Exploratory Pilot Towards Children’s Trust in Social Robots
"Oh no, my instructions were wrong!" An Exploratory Pilot Towards Children’s Trust in Social Robots
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“哦，不，我的指示是错误的！”儿童对社交机器人的信任的探索性试点
DOI：
10.1109/ro-man47096.2020.9223495
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Arvid Kappas
中科院分区：
文献类型：
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作者：
Rebecca Stower;Arvid Kappas
虽然人们对在教育环境中使用社交机器人越来越感兴趣，但大多数研究都集中在学习结果上，而对围绕这些互动的社会过程的重视程度较低。其中一个未被充分研究的因素是孩子们对机器人老师的信任。信任是一个相关的领域，因为儿童是否以及如何信任机器人会影响他们随后的学习成果。机器人的行为（包括犯错）对信任的影响程度还有待充分探讨。因此，本研究的目的是确定信任在儿童从社交机器人学习中的作用。我们报告了一项试点研究，调查儿童对机器人的信任的概念化和测量。在科学节上，33名4-9岁的孩子用NAO机器人完成了一项计算思维学习任务。从开发任务和测量子机器人交互的角度观察交互。研究结果初步表明，儿童对机器人的信任可以分为两部分：对机器人的社会隶属关系，以及对机器人的感知能力/可靠性。
Whilst there has been growing interest in the use of social robots in educational settings, the majority of this research focuses on learning outcomes, with less emphasis on the social processes surrounding these interactions. One such understudied factor is children’s trust in the robot as a teacher. Trust is a relevant domain in that if and how children trust a robot could influence their subsequent learning outcomes. The extent to which the robot’s behaviour (including making errors) influences trust is yet to be fully explored. Consequently, the goal of this research is to determine the role of trust in children’s learning from social robots. We report a pilot study investigating the conceptualisation and measurement of chil-dren’s trust in robots. 33 children aged between 4-9 completed a computational thinking learning task with a NAO robot at a Science Festival. Observations of the interactions in terms of developing tasks and measurements for child robot interaction are discussed. The findings tentatively suggest children’s trust in the robot can be divided into two parts: social affiliation towards the robot, and perceived competence/reliability of the robot.