An increasing number of applications for social robots focuses on learning and playing with children. One of the unanswered questions is what kind of social character a robot should have in order to positively engage children in a task. In this paper, we present a study on the effect of two different social characters of a robot (peer vs. tutor) on children’s task engagement. We derived peer and tutor robot behaviors from the literature and we evaluated the two robot characters in a WoZ study where 10 pairs of children aged 6 to 9 played Tangram puzzles with a Nao robot. Our results show that in the peer character condition, children paid attention to the robot and the task for a longer period of time and solved the puzzles quicker and better than in the tutor character condition.
CITATION STYLE
Zaga, C., Lohse, M., Truong, K. P., & Evers, V. (2015). The effect of a robot’s social character on children’s task engagement: Peer versus tutor. In Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) (Vol. 9388 LNCS, pp. 704–713). Springer Verlag. https://doi.org/10.1007/978-3-319-25554-5_70
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