論文アブストラクト： The development of literacy and reading proficiency is a building block of lifelong learning that must be supported both in the classroom and at home. While the promise of interactive learning technologies has widely been demonstrated, little is known about how an interactive robot might play a role in this development. We used eight design features based on recommendations from interest-development and human-robot-interaction literatures to design an in-home learning companion robot for children aged 11--12. The robot was used as a technology probe to explore families' (N=8) habits and views about reading, how a reading technology might be used, and how children perceived reading with the robot. Our results indicate reading with the learning companion to be a way to socially engage with reading, which may promote the development of reading interest and ability. We discuss design and research implications based on our findings.
論文アブストラクト： Telepresence robots offer a relatively new way for people to project their presence remotely. However, these experiences have only been studied in controlled or small scale installations. To broaden our understanding of the successes and limitations of telepresence robots in large-scale venues, we conducted a study at CHI 2016 where five factors increased over past research: (1) number of local attendees; (2) ratio of remote users to systems; (3) variety of activities; (4) time zone differences; and, (5) environment size. Our results reveal that unlike small-scale venues and situations, remote users take a more socially isolated and functional approach to remote attendance while combating challenges around scheduling and large navigational spaces. Our results reveal new opportunities for thinking about the design of robot personalization, availability, and navigation for systems targeted at large-scale public contexts.
論文アブストラクト： In face-to-face interaction, moving with and mimicking the body movements of communication partners has been widely demonstrated to affect interpersonal processes, including feel- ings of affiliation and closeness. In this paper, we examine effects of movement and mimicry in robot-mediated communication. Participants were instructed to get to know their partner, a confederate, who interacted with them via a telepresence robot. The robot either (a) mimicked the participant's body orientation (mimicry condition), (b) mimicked pre-recorded movements of another participant (random movement condition), or (c) did not move during the interaction (static condition). Results showed that mimicry and random movement had similar effects on participants' perceptions of similarity and closeness to their partners and that these effects depend on the participant's gender and level of self-monitoring. The findings suggest that the social movements of a telepresence robot affect interpersonal processes and that these effects are shaped by individual differences.
論文アブストラクト： In this note, we present minimal robot movements for robotic technology for children. Two types of minimal gaze movements were designed: social-gaze movements to communicate social engagement and deictic-gaze movements to communicate task-related referential information. In a two (social-gaze movements vs. none) by two (deictic-gaze movements vs. none) video-based study (n=72), we found that social-gaze movements significantly increased children's perception of animacy and likeability of the robot. Deictic-gaze and social-gaze movements significantly increased children's perception of helpfulness. Our findings show the compelling communicative power of social-gaze movements, and to a lesser extent deictic-gaze movements, and have implications for designers who want to achieve animacy, likeability and helpfulness with simple and easily implementable minimal robot movements. Our work contributes to human-robot interaction research and design by providing a first indication of the potential of minimal robot movements to communicate social engagement and helpful referential information to children.
論文アブストラクト： Homebound students, those who can learn but have a serious health issue (e.g. cancer, heart disease, immune deficiency) that prevents physical attendance at school, are now able to go to school using telepresence robots. Telepresence robots are generally video conferencing units on remote-controlled robots. Previous research has shown that using these robots allows homebound students to interact with classmates and teachers as if they are physically present. But, what does this mean for teachers and administrators? We present a qualitative study of 22 teachers and school administrators who worked with telepresent students and 4 who decided against adopting the robot. Our goal was to learn how decisions are made to adopt the robot, what issues arise in its use, and what would make adoption easier. This study contributes new insights on teacher and administrator perspectives on what is needed for effective use of this technology in educational settings.