Ahumada-Newhart Verónica, Schneider Margaret, Riek Laurel D
University of California, Davis, USA.
University of California, Irvine, USA.
ACM Trans Hum Robot Interact. 2023 Dec;12(4). doi: 10.1145/3611656. Epub 2023 Sep 28.
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 ( = 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.
许多儿童使用远程操作的协作机器人进行学术学习。然而，由于以儿童为导向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。在本文中，我们展示了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名幼儿园至12年级的儿童（=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，我们展示了关于远程儿童使用他们的远程操作机器人创造的新颖游戏场景的实证数据。这些游戏场景出现在五类游戏中：身体游戏、语言游戏、视觉游戏、课外游戏和理想中的游戏。其次，我们识别出从数据中浮现的两个独特主题——机器人介导的游戏作为一般友谊的基础支持以及作为自我表达和身份认同的基础支持。第三，我们的研究发现机器人介导的游戏提供了与面对面游戏类似的益处。我们研究的结果将为便于自主游戏的远程操作机器人和社交机器人的新型机器人及人机交互设计提供参考。研究结果还将为未来关于机器人介导游戏的跨学科研究提供参考。
