This chapter surveys some of the principal research trends in Social Robotics and its application to human–robot interaction (HRI). Social (or Sociable) robots are designed to interact with people in a natural, interpersonal manner – often to achieve positive outcomes in diverse applications such as education, health, quality of life, entertainment, communication, and tasks requiring collaborative teamwork. The long-term goal of creating social robots that are competent and capable partners for people is quite a challenging task. They will need to be able to communicate naturally with people using both verbal and nonverbal signals. They will need to engage us not only on a cognitive level, but on an emotional level as well in order to provide effective social and task-related support to people. They will need a wide range of socialcognitive skills and a theory of other minds to understand human behavior, and to be intuitively understood by people. A deep understanding of human intelligence and behavior across multiple dimensions (i. e., cognitive, affective, physical, social, etc.) is necessary in order to design robots that can successfully play a beneficial role in the daily lives of people. This requires a multidisciplinary approach where the design of social robot technologies and methodologies are informed by robotics, artificial intelligence, psychology, neuroscience, human factors, design, anthropology, and more.
A learning companion robot to foster pre-K vocabulary learning
Author Cynthia Breazeal
Video ID : 564
This video summarizes a study where a learning-companion robot engages children in a storytelling game over repeated encounters over two months. The learning objective is for pre-K children to learn targeted vocabulary words which the robot introduces in its stories. In each session, the robot first tells a story and then invites the child to tell a story. A storyscape app on a tablet computer facilitates the narration of the story. While the child tells his or her story, the robot behaves as an engaged listener.
Two conditions were investigated where the robot either matched the complexity of its stories to the child's language level, or does not. Results show that children successfully learn target vocabulary with the robot in general, and more words are learned when the complexity of the robot's stories matches the language ability of the child.