Physical extracurricular activities in educational child-robot interaction

In an exploratory study on educational child-robot interaction we investigate the effect of alternating a learning activity with an additional shared activity. Our aim is to enhance and enrich the relationship between child and robot by introducing "physical extracurricular activities". This enriched relationship might ultimately influence the way the child and robot interact with the learning material. We use qualitative measurement techniques to evaluate the effect of the additional activity on the child-robot relationship. We also explore how these metrics can be integrated in a highly exploratory cumulative score for the relationship between child and robot. This cumulative score suggests a difference in the overall child-robot relationship between children who engage in a physical extracurricular activity with the robot, and children who only engage in the learning activity with the robot.Comment: 5th International Symposium on New Frontiers in Human-Robot Interaction 2016 (arXiv:1602.05456

A Theoretical and Qualitative Approach to Evaluating Children’s Robot-Mediated Levels of Presence.

Each year, 2.5 million children in the US are homebound due to illness (NHIS, 2016; US Census Bureau, 2016). This paper explores the possible implications of being homebound for child development and well-being, drawing on Bronfenbrenner’s bioecological systems theory  of human development and Ryan and Deci’s self-determination theory. This paper also explores the potential role of robotic avatars and robot-mediated presence to provide homebound children with more appropriate developmental experiences. To better understand their robot-mediated developmental experiences, what is known about human development and human psychology in organic environments (i.e., bioecological systems theory, self-determination theory) is synthesized with concepts of presence theory from virtual environments. These theoretical supports form the foundation of a framework to evaluate the robot-mediated presence of homebound children. Findings from the first systematic, multi-case study on the robot-mediated presence of homebound children in schools provide empirical data to inform three identified levels of presence: co-present, cooperating, collaborating. This framework provides a first step to consistent evaluation of robot-mediated presence and engagement for this population. Understanding the social contexts and developmental needs of homebound children and how they can be achieved via robotic avatars will aid in developing more effective interventions for improved social supports and technological systems

Emerging Role of Robot-Assisted Occupational Therapy for Children with Down Syndrome

Robotic technology is becoming increasingly popular as a platform for both education and entertainment. It also provides us with new conceptual directions which might have incredibly positive impact on children with physical growth delays and intellectual disabilities. In this research project, the educational robot Roamer Too from Valiant Technologies has been used to explore the development of social skills of children with Down syndrome. In conjunction with an interactive collaborative environment, this device represents a unique opportunity for these children to fully engage in learning, play, communication, build relationships and have fun. The results of this study indicate that educational robots help to develop kids’ social and learning psychologies, moving from a more standard knowledge acquisition by absorption toward acts of exploration, collaboration, and creation. As a result, children reflect social initiations, communicative competence and joint attention

ИНФОРМАТИЗАЦИЯ ОБРАЗОВАНИЯ В СИСТЕМЕ ОТДЫХА И ОЗДОРОВЛЕНИЯ ДЕТЕЙ КАК СПОСОБ РАЗВИТИЯ РОБОТОТЕХНИКИ

At present, informatization of education is gradually gaining increased applicability in the process of education development. Due to the accelerated rate of science and technologies development, versatile specialists implementing new types of technologies, flexible to tendencies and up-to-date information, who come to their own conclusions and qualified to absorb new skills are appeared to be in-demand in modern society. Educational robotics is a developing field of national domestic education which provides a solid foundation for systems thinking, integration of computer science, mathematics, and natural sciences into engineering creativity. Informatization of education gained through the fulfillment of intellectual and creative children’ potential revealed by means of robotics and resulted in motivation, individualization, social engagement. The present issue is considered from the point of view of extracurricular activities established with due regard to theoretical and methodological background of information technologies accomplishment in the global educational field and experimentally determined advantages of robotics development in children’ health care and recreation system. The present survey embodies observation, practical results, analysis aimed at the development of creative activity, inventive skills. It allows us empirically prove the effectiveness of the implementation of robotics classes in the form of hobby clubs in children’ health care and recreation system. The data obtained reflect receptive audience of youngsters being interested in robotics-related classes which has become an integral part of children’ health care and recreation system. The children were excited while visiting the robotics-related classes throughout the children's recreation camp shift. During classes they tried their best in learning and put their knowledge into practice, as a consequence, different, types of robots have been developed. Robotics-related classes as an integral part of children’ health care and recreation system facilitate inventive and creative skills development.En la actualidad, la informatización de la educación está ganando gradualmente una mayor aplicabilidad en el proceso de desarrollo de la educación. Debido a la velocidad acelerada del desarrollo de la ciencia y las tecnologías, los especialistas versátiles que implementan nuevos tipos de tecnologías, flexibles a las tendencias e información actualizada, que llegan a sus propias conclusiones y están calificados para absorber nuevas habilidades, parecen estar en demanda en la sociedad moderna. La robótica educativa es un campo en desarrollo de la educación doméstica nacional que proporciona una base sólida para el pensamiento de sistemas, la integración de la informática, las matemáticas y las ciencias naturales en la creatividad de ingeniería. La informatización de la educación obtenida a través del cumplimiento del potencial intelectual y creativo de los niños se reveló mediante la robótica y resultó en motivación, individualización, compromiso social. El tema actual se considera desde el punto de vista de las actividades extracurriculares establecidas teniendo en cuenta los antecedentes teóricos y metodológicos del logro de las tecnologías de la información en el campo educativo global y las ventajas determinadas experimentalmente del desarrollo robótico en el sistema de recreación y cuidado de la salud de los niños. La presente encuesta incluye observación, resultados prácticos, análisis dirigidos al desarrollo de la actividad creativa, habilidades inventivas. Nos permite probar empíricamente la efectividad de la implementación de clases de robótica en forma de clubes de pasatiempos en el sistema de cuidado de la salud y recreación de los niños. Los datos obtenidos reflejan una audiencia receptiva de jóvenes interesados en clases relacionadas con la robótica, que se ha convertido en una parte integral del sistema de cuidado de la salud y recreación de los niños. Los niños estaban emocionados mientras visitaban las clases relacionadas con la robótica en todo el turno de campamento de recreación para niños. Durante las clases, hicieron todo lo posible por aprender y pusieron en práctica sus conocimientos. Como consecuencia, se han desarrollado diferentes tipos de robots. Las clases relacionadas con la robótica como parte integral del sistema de recreación y cuidado de la salud de los niños facilitan el desarrollo de habilidades inventivas y creativas.В настоящее время в процессе развития системы образования становится актуальной проблема информатизации образования. В связи с высокими темпами развития науки и техники, в современном обществе возникает острая потребность в специалистах, способных работать с новыми видами технологий, быстро ориентироваться в обстановке и изучении актуального материала, обладающих вариативностью, способных мыслить самостоятельно и быстро усваивать новые знания. Образовательная робототехника является развивающимся направлением развития отечественного образования, закладывающий прочные основы системного мышления, интеграции информатики, математики, естественных наук с развитием инженерного творчества. Информатизация образования через раскрытие интеллектуального и творческого потенциала детей с использованием возможностей робототехники. обеспечивающей мотивацию, индивидуализацию, социализацию. Теоретико-методологическая база применения информационных технологий в мировом образовательном пространстве и доказательства опытно-экспериментальным путем преимущества развития робототехники в системе отдыха и оздоровления детей позволяет рассмотреть данную проблему во внеучебной деятельности. Основу исследования составляют методы наблюдения, упражнения, анализа, направленные на развитие творческой активности, изобретательских навыков, экспериментальные методы позволяют нам эмпирическим путем доказать эффективность внедрения в систему отдыха и оздоровления детей занятий по робототехнике на уровне хобби-клубов. На основе полученных данных можно сделать вывод о том, что робототехника вызвала огромный интерес у подрастающего поколения в системе отдыха и оздоровления детей. Ребята были заинтересованы посещением хобби-клуба по робототехнике на протяжении всей лагерной смены, пытались как можно больше узнать и применить полученные знания на практике, что характеризовалось созданием новых интересных и, довольно, сложных видов роботов. Занятия по робототехнике в системе отдыха и оздоровления детей дает положительный результат, способствует развитию творческих и изобретательских навыко

The EASEL project: Towards educational human-robot symbiotic interaction

This paper presents the EU EASEL project, which explores the potential impact and relevance of a robot in educational settings. We present the project objectives and the theorectical background on which the project builds, briefly introduce the EASEL technological developments, and end with a summary of what we have learned from the evaluation studies carried out in the project so far

L.Y.R.A. - Laboratory of Inquiring in Robotics and Astronautics

In this work we present preliminary results of the L.Y.R.A. project-Laboratory of Inquiring in Robotics and Astronautics-a proposal that develops playful production interventions of robotic toys with low-cost materials and easy access. The interventions were focussed in the natural sciences, but also articulated with the arts and the Humanities by producing handmade toys by participants and discussions of STS themes.. We seek to investigate whether the proposal has stimulated the interest of students for the debate and for the production of these artifacts. The name L.Y.R.A. is a reference to the brazilian Jackie Lyra, Mechanical NASA's aerospace engineer

Design for Child-Robot Play The implications of Design Research within the field of Human-Robot Interaction studies for Children

This thesis investigates the intersections of three disciplines, that are Design Research, Human-Robot Interaction studies, and Child Studies. In particular, this doctoral research is focused on two research questions, namely, what is (or might be) the role of design research in HRI? And, how to design acceptable and desirable child-robot play applications? The first chapter introduces an overview of the mutual interest between robotics and design that is at the basis of the research. On the one hand, the interest of design toward robotics is documented through some exemplary projects from artists and designers that speculate on the human-robot coexistence condition. Vice versa, the robotics interest toward design is documented by referring to some tracks of robotic conferences, scienti c workshops and robotics journals which focused on the design-robotics relationship. Finally, a brief description of the background conditions that characterized this doctoral research are introduced, such as the fact of being a research founded by a company. The second chapter provides an overview of the state of the art of the intersections between three multidisciplinary disciplines. First, a de nition of Design Research is provided, together with its main trends and open issues. Then, the review focuses on the contribution of Design Research to the HRI eld, which can be summed up in actions focused on three aspects: artefacts, stakeholders, and contexts. This is followed by a focus on the role of Design Research within the context of children studies, in which it is possible to identify two main design-child relationships: design as a method for developing children’s learning experiences; and children as part of the design process for developing novel interactive systems. The third chapter introduces the Research through Design (RtD) approach and its relevance in conducting design research in HRI. The proposed methodology, based on this approach, is particularly characterized by the presence of design explorations as study methods. These, in turn, are developed through a common project’s methodology, also reported in this chapter. The fourth chapter is dedicated to the analysis of the scenario in which the child-robot interaction takes place. This was aimed at understanding what is edutainment robotics for children, its common features, how it relates to existing children play types, and where the interaction takes place. The chapter provides also a focus on the relationship between children and technology on a more general level, through which two themes and relative design opportunities were identi ed: physically active play and objects-to-think-with. These were respectively addressed in the two design explorations presented in this thesis: Phygital Play and Shybo. The Phygital Play project consists of an exploration of natural interaction modalities with robots, through mixed-reality, for fostering children’s active behaviours. To this end, a game platform was developed for allowing children to play with or against a robot, through body movement. Shybo, instead, is a low-anthropomorphic robot for playful learning activities with children that can be carried out in educational contexts. The robot, which reacts to properties of the physical environment, is designed to support different kinds of experiences. Then, the chapter eight is dedicated to the research outcomes, that were de ned through a process of reflection. The contribution of the research was analysed and documented by focusing on three main levels, namely: artefact, knowledge and theory. The artefact level corresponds to the situated implementations developed through the projects. The knowledge level consists of a set of actionable principles, emerged from the results and lessons learned from the projects. At the theory level, a theoretical framework was proposed with the aim of informing the future design of child- robot play applications. Thelastchapterprovidesa naloverviewofthe doctoral research, a series of limitations regarding the research, its process and its outcomes, and some indications for future research

Factors Affecting Construction of Science Discourse in the Context of an Extracurricular Science and Technology Project

Doing and learning science are social activities that require certain language, activities, and values. Both constitute what Gee (2005) calls Discourses. The language of learning science varies with the learning context (Lemke, 2001,1990). Science for All Americans (AAAS, 1990) and Inquiry and the National Science Education Standards (NRC, 2000) endorse inquiry science learning. In the United States, most science learning is teacher-centered; inquiry science learning is rare (NRC, 2000). This study focused on 12 high school students from two suburban high schools, their three faculty mentors, and two engineering mentors during an extracurricular robotics activity with FIRST Robotics Competition (FRC). FRC employed student-centered inquiry focus to teach science principles integrating technology. Research questions were (a) How do science teachers and their students enact Discourses as they teach and learn science? and (b) How does the pedagogical approach of a learning activity facilitate the Discourses that are enacted by students and teachers as they learn and teach science? Using Critical Discourse Analysis (CDA), the study examined participants’ language during robotic activities to determine how language used in learning science shaped the learning and vice versa. Data sources included video-recordings of participant language and semi-structured interviews with study participants. Transcribed recordings were coded initially using Gee’s (2005) linguistic Building Tasks as a priori codes. CDA was applied to code transcripts, to construct Discourses enacted by the participants, and to determine how context facilitated their enactment. Findings indicated that, for the students, FRC facilitated elements of Science Discourse. Wild About Robotics (W.A.R.) team became, through FRC, part of a community similar to scientists’ community that promoted knowledge and sound practices, disseminated information, supported research and development and encouraged interaction of its members. The public school science classroom in the U.S. is inimical to inquiry learning because of practices and policies associated with the epistemological stance that spawned the standards and/or testing movement and No Child Left Behind (Baez & Boyles, 2009). The findings of this study provided concrete ideas to accommodate the recommendations by NRC (1996) and NSES (2000) for creating contexts that might lead to inquiry science learning for meaningful student engagement

AUTISM AND CREATIVITY: A SOCIAL ROBOTICS APPLICATION

This paper focuses on the relationship of genius with certain forms of autism. It synthesizes some results of two ongoing research activities. The first one concerns the investigation of creativity and the arts in the digital age, while the second an educational experience to support the socialization of people with Autism Spectrum Disorder.The educational experience was based on storytelling, drama, and programmable toy robots.Our research emerged that low functioning autistic people may exhibit creative attitudes, but the creativity of educators has a crucial role in stimulating their creativity.

Design for Children’s Playful Learning with Robots

This article presents an investigation of the implications of designing for children’s playful learning with robots. This study was carried out by adopting a Research through Design approach that resulted in the development of a novel low-anthropomorphic robot called Shybo. The article reports the main phases of the project: the preliminary and exploratory research that was carried out to define a list of design requirements; the design of the robot and its supplementary materials for carrying out playful learning experiences; and the evaluation of the project that involved both parents and children. The robot, in fact, was finally tested as part of a two-hour experience that engaged children in activities related to the associations between sounds and colours. The article presents and discusses the results of this evaluation to point out positive aspects of the experience, emerging issues and hints for future works. These are documented to share lessons learned that might be supportive of the general development of children’s playful learning and cognitive experiences with robots