Building successful long child-robot interactions in a learning context
Building successful long child-robot interactions in a learning context
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在学习环境中建立成功的长期儿童机器人交互
DOI：
10.1109/hri.2016.7451758
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Ana Paiva
中科院分区：
文献类型：
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作者：
Alexis Jacq;Séverin Lemaignan;Fernando García;P. Dillenbourg;Ana Paiva
CoWriter活动涉及一个孩子在一个丰富而复杂的互动，他必须教一个机器人手写。机器人必须说服孩子它需要他的帮助，它实际上从他的教训中学习。为了让孩子参与，机器人必须以正确的速度学习，不要太快，否则孩子将没有机会提高他的技能，也不要太慢，否则他可能会失去对他提高机器人技能的能力的信任。我们在真实的教学/治疗环境中对这种方法进行了测试，儿童在重复的长时间会议（40-60分钟）中遇到困难。通过3个不同的案例研究，我们探索和完善了实验设计和算法，以使机器人能够适应每个孩子的麻烦，并促进他们的动力和自信。我们报告积极的观察，建议儿童的承诺，以帮助机器人，和他们的理解，他们是足够好的老师，克服他们最初的低信心与手写。
The CoWriter activity involves a child in a rich and complex interaction where he has to teach handwriting to a robot. The robot must convince the child it needs his help and it actually learns from his lessons. To keep the child engaged, the robot must learn at the right rate, not too fast otherwise the kid will have no opportunity for improving his skills and not too slow otherwise he may loose trust in his ability to improve the robot' skills. We tested this approach in real pedagogic/therapeutic contexts with children in difficulty over repeated long sessions (40-60 min). Through 3 different case studies, we explored and refined experimental designs and algorithms in order for the robot to adapt to the troubles of each child and to promote their motivation and self-confidence. We report positive observations, suggesting commitment of children to help the robot, and their comprehension that they were good enough to be teachers, overcoming their initial low confidence with handwriting.