The Power of Robot-mediated Play: Forming Friendships and Expressing Identity
The Power of Robot-mediated Play: Forming Friendships and Expressing Identity
复制标题
DOI：
10.1145/3611656
复制
发表时间：
2023-12-01
影响因子：
5.1
通讯作者：
Riek，Laurel D.
中科院分区：
文献类型：
--
作者：
Ahumada-Newhart，Veronica;Schneider，Margaret;Riek，Laurel D.
远程操作的协作机器人被许多孩子用于学术学习。然而，由于儿童主导的游戏对社交情感学习很重要，了解机器人如何促进游戏也很重要。在这篇文章中，我们展示了对一项全国性多年案例研究的分析结果，在该研究中，我们探讨了53名K-12年级的儿童（n= 53）如何使用机器人进行自主游戏活动。本文的贡献如下。首先，我们提供了关于远程儿童使用远程操作机器人创建的新游戏场景的经验数据。这些游戏场景分为五类：身体游戏、语言游戏、视觉游戏、课外游戏和期望游戏。其次，我们确定了数据-机器人中介游戏中出现的两个独特主题，即一般友谊的基础支持，以及自我表达和身份的基础支持。第三，我们的研究发现，机器人介导的游戏提供了与真人游戏相似的好处。我们的研究结果将为远程操作和社交机器人的新型机器人和HRI设计提供信息，以促进自我导向的游戏。研究结果也将为未来关于机器人介导游戏的跨学科研究提供信息。
Tele-operated collaborative robots are used by many children for academic learning. However, as child-directed play is important for social-emotional learning, it is also important to understand how robots can facilitate play. In this article, we present findings from an analysis of a national, multi-year case study, where we explore how 53 children in grades K–12 (n= 53) used robots for self-directed play activities. The contributions of this article are as follows. First, we present empirical data on novel play scenarios that remote children created using their tele-operated robots. These play scenarios emerged in five categories of play: physical, verbal, visual, extracurricular, and wished-for play. Second, we identify two unique themes that emerged from the data—robot-mediated play as a foundational support of general friendships and as a foundational support of self-expression and identity. Third, our work found that robot-mediated play provided benefits similar to in-person play. Findings from our work will inform novel robot and HRI design for tele-operated and social robots that facilitate self-directed play. Findings will also inform future interdisciplinary studies on robot-mediated play.