Young children’s embodied interactions with a social robot

Abstract

This study examined the affordances of an embodied humanoid robot to engage children in play and learning from the perspective of embodied cognition in two studies as part of multiyear design research. In Study One, we observed how the robot’s embodiment, accompanied by its sensors and movements, elicited embodied reactions of eleven children (aged 3 to 6) while they played and learned with the robot one-on-one at home and in school. Two distinct patterns emerged: rich multimodal interaction and fluid learning space. Additionally, the children demonstrated extended attention in the interactions and invited peers into voluntary collaboration. In Study Two, we implemented an interaction triad with ten pairs of children, in which each pair collaborated to help a robot, and observed their collaborative communication while they solved problems involving early academic topics. Three embodied phenomena were noted: (i) embodiment of early mathematics and science knowledge and reasoning, (ii) appropriation of physical space, and (iii) embodied collaboration. Importantly, it was clear in both studies that embodiment occurred not only in thinking but also in social and emotional experiences. We discuss the implications of the findings in relation to the potential of humanoid robots for enabling embodied learning experiences.