Preliminary Investigation of the Acceptance of a Teleoperated Interactive Robot Participating in a Classroom by 5th Grade Students
Preliminary Investigation of the Acceptance of a Teleoperated Interactive Robot Participating in a Classroom by 5th Grade Students
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五年级学生接受遥控互动机器人参与课堂的初步调查
DOI：
10.1007/978-3-031-24670-8_18
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Ishiguro Hiroshi
中科院分区：
文献类型：
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作者：
Kawata Megumi;Maeda Masashi;Yoshikawa Yuichiro;Kumazaki Hirokazu;Kamide Hiroko;Baba Jun;Matsuura Naomi;Ishiguro Hiroshi
正在努力在学校使用互动机器人。然而，自主机器人表现出与其行为和通信能力有关的限制。因此，一个遥操作的互动机器人被认为是，并在教室里与儿童的密切沟通进行了分析。这个机器人可以与孩子们建立个人和长期的沟通。此外，预计多个操作员操作机器人。因此，应该考虑孩子们对机器人的舒适度，他们与朋友的交流减少，以及如果他们依恋机器人，对他们社交技能发展的潜在负面影响。为此，我们调查了孩子们如何与机器人相处，以及他们在教室里对机器人的印象。我们在三重教育大学附属小学的5年级教室里安装了一个遥控互动，并使用问卷和道德课进行了调查。结果表明，孩子们感到安心，压力较小，这表明他们对由多个操作员操作的机器人没有排斥。此外，道德课有助于得出结论，孩子们接受机器人作为班级成员;此外，他们表现出对改善友谊和上课时间的关注。机器人在教室里的存在可以帮助课堂互动，增加孩子们之间的交流。
Efforts are being made to utilize interactive robots in schools. However, autonomous robots exhibit limitations pertaining to their behaviors and communication abilities. Therefore, a teleoperated interactive robot was considered, and its close communications with children in a classroom was analyzed. This robot can establish personal and long-term communication with the children. Additionally, multiple operators are expected to operate the robot. Therefore, the children’s comfort with the robot, their decreased communication with their friends, and the potential negative effects on the development of their social skills if they become attached to the robots should be considered. To this end, we investigated how children behave with the robot and their impressions of the robot in their classroom. We installed a teleoperated interactive in a 5grade classroom at an elementary school attached to Mie University of Education, and we conducted a survey using questionnaires and moral classes. The results obtained demonstrated that the children experienced peace of mind and were less stressed, suggesting that they had no rejection to a robot that is operated by multiple operators. In addition, the moral class helped conclude that the children accepted the robot as a class member; further, They showed concern for improving their friendships and class time. The robot’s presence in the classroom could help make the class interactive and increase communication among the children.