The Effect of a Robot's Social Character on Children Task Engagement: Peer Versus Tutor

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    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.
    Original languageEnglish
    Title of host publicationSocial Robotics
    Subtitle of host publication7th International Conference, ICSR 2015, Paris, France, October 26-30, 2015, Proceedings
    EditorsAdriana Tapus, Elisabeth André, Jean-Claude Martin, François Ferland, Mehdi Ammi
    Place of PublicationCham
    Pages704- 713
    Number of pages10
    ISBN (Electronic)978-3-319-25554-5
    ISBN (Print)978-3-319-25553-8
    Publication statusPublished - 28 Oct 2015
    Event7th International Conference on Social Robotics, ICSR 2015: Individual Differences - Paris, France
    Duration: 26 Oct 201530 Oct 2015
    Conference number: 7

    Publication series

    NameLecture Notes in Computer Science
    ISSN (Print)0302-9743
    ISSN (Electronic)1611-3349


    Conference7th International Conference on Social Robotics, ICSR 2015
    Abbreviated titleICSR 2015
    Internet address


    • EC Grant Agreement nr.: FP7/610532
    • Robot behaviors
    • Child-robot interaction
    • Task engagement


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