Children, Robots, and Virtual Agents: Present and Future Challenges

Research on child-agent interaction is rapidly expanding. It is, therefore, necessary to converge our collective efforts to broaden our understanding and perspectives of how virtual agents, affect and potentially improve the well-being of children. "Children, Robots and Virtual Agents: Present and Future Challenges" follows our International Conference on Social Robotics (ICSR) 2020 workshop on child-robot interactions. In this full-day workshop, we will focus on the unique technical and empirical challenges of designing and conducting child-agent interactions. In light of the current pandemic situation, we will also address the challenges and adaptations of conducting research under the "new normal" to understand how researchers overcome these challenges and what we can learn and keep in the future. We also aim to join the virtual agents and robotics communities to learn from each other and discuss both areas' common and specific challenges. Our primary goal is to provide an opportunity for an interdisciplinary debate about the present and future of child-agent interactions. We want to bring together researchers, practitioners and pioneers from relevant disciplines and create collaboration opportunities. As part of the workshop, we will have a collaborative activity where our participants will work together and brainstorm about intelligent agents in different time frames (past, present and future). We will also have a panel of experts discussing the topics of this workshop and answering participants questions.

Learning How to Write with a Social Robot

Shruti Chandra

Learning handwriting is one of the main occupations for children in primary education. It is a complex skill that has been associated with children’s learning and development. Poor handwriting skills affect children negatively concerning their academic performance and motivation. In schools, children with handwriting problems need extra support and one-to-one interventions from teachers. Personalised one-to-one support requires additional resources that most schools generally cannot afford. Therefore, there is a need to explore different methods of learning and contemporary technologies to develop new educational tools to foster children’s learning process of handwriting. The research presented in this thesis addresses the question of - “How to create a social robot that can help children to acquire handwriting skills?". Thus, we looked into three different research domains: education; pedagogic sciences; and social human-robot interaction (HRI). On the one hand, we investigated the types of errors commonly present in children’s handwriting. On the other hand, we needed to explore different educational theories to find alternate learning methods that would maximise children’s learning gains. In addition, we investigated various possibilities for integrating a social robot into educational scenarios and measured its impact on the children’s learning process. This thesis presents five studies that follow an incremental evolution of the research. The first three studies were based on the interaction between two children, in the presence of either a human or a robotic facilitator, with the children performing a collaborative writing activity. We explored the ‘peer-learning’ and ‘peer-tutoring’ methods and compared the differences in terms of interaction behaviour and learning gains. Further, we analysed children’s interpersonal distance and feelings of responsibility towards their peers, both in the presence of a robot and human facilitator. Finally, we examined children’s assessment behaviour towards their peers and self-disclosure towards the robotic facilitator. The outcomes of these first studies provided enough data to generate a taxonomy of children handwriting errors to be used in the subsequent studies. They hinted that the ‘peer-tutoring’ method had a positive influence on children’s learning and corrective feedback to their peers in the presence of the social robot, providing positive support to the applicability of social robots as ‘facilitators’ in handwriting learning. The next step was to study the effects of the robot in the peer-tutoring scenario when assuming the role of a peer, directly interacting and performing a collaborative writing activity with the children. Thus, we developed an educational system with an autonomous social behaviour of a robot exhibiting various levels of learning competencies. The tutor-child provides corrective feedback on the writing of the learner-robot and in turn, enhances his writing skills. The robot’s writing was generated by an algorithm incorporating human-inspired movements and could reproduce a set of writing errors from the error taxonomy. We tested the system by conducting two longitudinal studies, each of them composed of four sessions. In the fourth study, we assigned the robot two contrasting competencies: ‘learning’ and ‘non-learning’. We measured the differences in children’s learning gains and changes in their perceptions towards the learner-robot. The fifth study followed a similar interaction scenario and research questions, but this time the robot performed three learning competencies: ‘continuous-learning’;’non-learning’ and ‘personalised-learning’. The findings of these studies show that the children improved more with the robot exhibiting learning, continuous-learning and personalised-learning competencies compared to the robot showing non-learning competency. The way children’s learning and perception of the robot evolved over time confirmed the need for multiple sessions for the last two studies. This thesis presents some evidence that social robots can be successfully used as tools for enhancing children’s handwriting skills in peer-learning scenarios.

EPFL2019

Social/dialogical roles of social robots in supporting children's learning of language and literacy-A review and analysis of innovative roles

Barbara Bruno

One of the many purposes for which social robots are designed is education, and there have been many attempts to systematize their potential in this field. What these attempts have in common is the recognition that learning can be supported in a variety of ways because a learner can be engaged in different activities that foster learning. Up to now, three roles have been proposed when designing these activities for robots: as a teacher or tutor, a learning peer, or a novice. Current research proposes that deciding in favor of one role over another depends on the content or preferred pedagogical form. However, the design of activities changes not only the content of learning, but also the nature of a human-robot social relationship. This is particularly important in language acquisition, which has been recognized as a social endeavor. The following review aims to specify the differences in human-robot social relationships when children learn language through interacting with a social robot. After proposing categories for comparing these different relationships, we review established and more specific, innovative roles that a robot can play in language-learning scenarios. This follows Mead's (1946) theoretical approach proposing that social roles are performed in interactive acts. These acts are crucial for learning, because not only can they shape the social environment of learning but also engage the learner to different degrees. We specify the degree of engagement by referring to Chi's (2009) progression of learning activities that range from active, constructive, toward interactive with the latter fostering deeper learning. Taken together, this approach enables us to compare and evaluate different human-robot social relationships that arise when applying a robot in a particular social role.

FRONTIERS MEDIA SA2022

Tales from a Robotic World. How Intelligent Machines Will Shape Our Future

Dario Floreano, Nicola Nosengo

Stories from the future of intelligent machines—from rescue drones to robot spouses—and accounts of cutting-edge research that could make it all possible. Tech prognosticators promised us robots—autonomous humanoids that could carry out any number of tasks. Instead, we have robot vacuum cleaners. But, as Dario Floreano and Nicola Nosengo report, advances in robotics could bring those rosy predictions closer to reality. A new generation of robots, directly inspired by the intelligence and bodies of living organisms, will be able not only to process data but to interact physically with humans and the environment. In this book, Floreano, a roboticist, and Nosengo, a science writer, bring us tales from the future of intelligent machines—from rescue drones to robot spouses—along with accounts of the cutting-edge research that could make it all possible. These stories from the not-so-distant future show us robots that can be used for mitigating effects of climate change, providing healthcare, working with humans on the factory floor, and more. Floreano and Nosengo tell us how an application of swarm robotics could protect Venice from flooding, how drones could reduce traffic on the congested streets of mega-cities like Hong Kong, and how a “long-term relationship model” robot could supply sex, love, and companionship. After each fictional scenario, they explain the technologies that underlie it, describing advances in such areas as soft robotics, swarm robotics, aerial and mobile robotics, humanoid robots, wearable robots, and even biohybrid robots based on living cells. Robotics technology is no silver bullet for all the world's problems—but it can help us tackle some of the most pressing challenges we face.

MIT Press2022

Learning How to Write with a Social Robot

Shruti Chandra

EPFL2019