Design challenges for long-term interaction with a robot in a science classroom

Daniel Patrick Davison, Vasiliki Charisi, Frances Martine Wijnen, Andrea Papenmeier, Jan van der Meij, Dennis Reidsma, Vanessa Evers

Research output: Contribution to conferencePaperAcademicpeer-review

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Abstract

This paper aims to present the main challenges that emerged during the process of the research design of a longitudinal study on child-robot interaction for science education and to discuss relevant suggestions in the context. The theoretical rationale is based on aspects of the theory of social constructivism and we use the collaborative inquiry as a framework to examine children's learning process who interact with a robotic learning companion. We identify two main challenges; (i) the development of robust on-demand systems for long-term interaction; and (ii) the design of developmentally appropriate scaffolding in embodied, semi-structured learning tasks. To address these challenges, we suggest (i) the development of a system for the detection of child's intention for interaction in the context of a classroom and (ii) the design of sensorized learning materials for the support of developmentally appropriate embodied learning experience.
Original languageEnglish
Pages-
Number of pages4
Publication statusPublished - Aug 2016
EventRO-MAN 2016 Workshop on Long-term Child-robot Interaction - New York, United States
Duration: 31 Aug 201631 Aug 2016

Workshop

WorkshopRO-MAN 2016 Workshop on Long-term Child-robot Interaction
Abbreviated titleRO-MAN 2016
CountryUnited States
CityNew York
Period31/08/1631/08/16

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Robots
Robotics
Education

Keywords

  • EWI-27235
  • IR-102589
  • METIS-319442

Cite this

Davison, D. P., Charisi, V., Wijnen, F. M., Papenmeier, A., van der Meij, J., Reidsma, D., & Evers, V. (2016). Design challenges for long-term interaction with a robot in a science classroom. -. Paper presented at RO-MAN 2016 Workshop on Long-term Child-robot Interaction, New York, United States.
Davison, Daniel Patrick ; Charisi, Vasiliki ; Wijnen, Frances Martine ; Papenmeier, Andrea ; van der Meij, Jan ; Reidsma, Dennis ; Evers, Vanessa. / Design challenges for long-term interaction with a robot in a science classroom. Paper presented at RO-MAN 2016 Workshop on Long-term Child-robot Interaction, New York, United States.4 p.
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Davison, DP, Charisi, V, Wijnen, FM, Papenmeier, A, van der Meij, J, Reidsma, D & Evers, V 2016, 'Design challenges for long-term interaction with a robot in a science classroom' Paper presented at RO-MAN 2016 Workshop on Long-term Child-robot Interaction, New York, United States, 31/08/16 - 31/08/16, pp. -.

Design challenges for long-term interaction with a robot in a science classroom. / Davison, Daniel Patrick; Charisi, Vasiliki; Wijnen, Frances Martine; Papenmeier, Andrea; van der Meij, Jan; Reidsma, Dennis; Evers, Vanessa.

2016. - Paper presented at RO-MAN 2016 Workshop on Long-term Child-robot Interaction, New York, United States.

Research output: Contribution to conferencePaperAcademicpeer-review

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T1 - Design challenges for long-term interaction with a robot in a science classroom

AU - Davison, Daniel Patrick

AU - Charisi, Vasiliki

AU - Wijnen, Frances Martine

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AU - van der Meij, Jan

AU - Reidsma, Dennis

AU - Evers, Vanessa

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N2 - This paper aims to present the main challenges that emerged during the process of the research design of a longitudinal study on child-robot interaction for science education and to discuss relevant suggestions in the context. The theoretical rationale is based on aspects of the theory of social constructivism and we use the collaborative inquiry as a framework to examine children's learning process who interact with a robotic learning companion. We identify two main challenges; (i) the development of robust on-demand systems for long-term interaction; and (ii) the design of developmentally appropriate scaffolding in embodied, semi-structured learning tasks. To address these challenges, we suggest (i) the development of a system for the detection of child's intention for interaction in the context of a classroom and (ii) the design of sensorized learning materials for the support of developmentally appropriate embodied learning experience.

AB - This paper aims to present the main challenges that emerged during the process of the research design of a longitudinal study on child-robot interaction for science education and to discuss relevant suggestions in the context. The theoretical rationale is based on aspects of the theory of social constructivism and we use the collaborative inquiry as a framework to examine children's learning process who interact with a robotic learning companion. We identify two main challenges; (i) the development of robust on-demand systems for long-term interaction; and (ii) the design of developmentally appropriate scaffolding in embodied, semi-structured learning tasks. To address these challenges, we suggest (i) the development of a system for the detection of child's intention for interaction in the context of a classroom and (ii) the design of sensorized learning materials for the support of developmentally appropriate embodied learning experience.

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Davison DP, Charisi V, Wijnen FM, Papenmeier A, van der Meij J, Reidsma D et al. Design challenges for long-term interaction with a robot in a science classroom. 2016. Paper presented at RO-MAN 2016 Workshop on Long-term Child-robot Interaction, New York, United States.