The effect of a semi-autonomous robot on children

Abstract

This research focuses on designing the behavior of an\u3cbr/\u3esemi-autonomous robot that supports the researcher while still\u3cbr/\u3ebeing in control of the interaction. We present a study on\u3cbr/\u3ebehavioral intervention design in which elements of Pivotal\u3cbr/\u3eResponse Treatment elements are embedded into a game played\u3cbr/\u3eby a robot and a child. The introduction of more autonomy in\u3cbr/\u3erobot behavior and interaction increases the time that a\u3cbr/\u3eresearcher can focus on the child. In order to understand\u3cbr/\u3ewhether children perceive an autonomous robot differently than\u3cbr/\u3ea remotely controlled robot, we examined the preferences of\u3cbr/\u3echildren. Using a within-subject design, fourteen typically\u3cbr/\u3edeveloped children played with a robot that performed behavior\u3cbr/\u3eeither autonomously or through remote control. The results show\u3cbr/\u3ethat both robots were evaluated as equally engaging for the\u3cbr/\u3echildren. Thus, autonomous robots allow the operator to focus\u3cbr/\u3eless on remotely controlling the robot and more on the\u3cbr/\u3einteraction