论文标题
了解塑造儿童长期与家庭学习伴侣机器人的长期互动的因素
Understanding Factors that Shape Children's Long Term Engagement with an In-Home Learning Companion Robot
论文作者
论文摘要
社会机器人正在成为儿童学习伴侣，研究表明，它们促进了兴趣的发展，甚至通过短暂的互动也有助于学习。但是，对于在长期使用和互动期间，这些技术如何支持这些目标如何支持这些目标。我们设计了一个学习伴侣机器人，能够通过表达社交和信息评论来支持儿童阅读流行科学书籍。在夏季，我们将机器人部署在有14个儿童10-12岁儿童的家庭中，持续了四个星期。我们的分析揭示了影响儿童长期参与和采用机器人的关键因素，包括外部因素，例如假期，家庭就诊和课外活动；家庭/父母的参与；和孩子的个人利益。我们提出了四个深入的案例，这些案例说明了这些因素，并证明了它们对儿童阅读经历的影响，并讨论了我们发现对机器人设计的含义。
Social robots are emerging as learning companions for children, and research shows that they facilitate the development of interest and learning even through brief interactions. However, little is known about how such technologies might support these goals in authentic environments over long-term periods of use and interaction. We designed a learning companion robot capable of supporting children reading popular-science books by expressing social and informational commentaries. We deployed the robot in homes of 14 families with children aged 10-12 for four weeks during the summer. Our analysis revealed critical factors that affected children's long-term engagement and adoption of the robot, including external factors such as vacations, family visits, and extracurricular activities; family/parental involvement; and children's individual interests. We present four in-depth cases that illustrate these factors and demonstrate their impact on children's reading experiences and discuss the implications of our findings for robot design.
