Abstract
Social robots, owing to their embodied physical presence in human spaces and the ability to directly interact with the users and their environment, have a great potential to support children in various activities in education, healthcare and daily life. Child-Robot Interaction (CRI), as any domain involving children, inevitably faces the major challenge of designing generalized strategies to work with unique, turbulent and very diverse individuals. Addressing this challenging endeavor requires to combine the standpoint of the robot-centered perspective, i.e. what robots technically can and are best positioned to do, with that of the child-centered perspective, i.e. what children may gain from the robot and how the robot should act to best support them in reaching the goals of the interaction. This article aims to help researchers bridge the two perspectives and proposes to address the development of CRI scenarios with insights from child psychology and child development theories. To that end, we review the outcomes of the CRI studies, outline common trends and challenges, and identify two key factors from child psychology that impact child-robot interactions, especially in a long-term perspective: developmental stage and individual characteristics. For both of them we discuss prospective experiment designs which support building naturally engaging and sustainable interactions.
Abstract (translated)
社会机器人由于其在人类空间中的实体物理存在和能够直接与用户及其环境互动的能力，在教育、医疗和日常生活中对儿童支持具有巨大的潜力。儿童与机器人交互（CRI）作为任何涉及儿童的领域，不可避免地面临着制定适用于独特、动荡和高度多样化个体的普遍策略的主要挑战。解决这个具有挑战性的任务需要将机器人中心观点（即机器人技术上可以并且最有可能做的事情）与儿童中心观点（即儿童从机器人那里可能获得的东西以及机器人如何更好地支持他们达到互动目标）相结合。本文旨在帮助研究人员跨越这两个观点，并从儿童心理和儿童发展理论的角度探讨CRI场景的发展。为此，我们回顾了CRI研究的成果，概述了常见的趋势和挑战，并从儿童心理学中识别出两个对儿童与机器人互动具有重要影响的关键因素，尤其是从长期的角度来看：发展阶段和个体特征。对于这两个因素，我们讨论了支持自然参与和可持续互动的 prospective 实验设计。
URL
https://arxiv.org/abs/2404.13432
