IOS Samirah Bakker
Anthropomorphism → the tendency to attribute human-like qualities to non-human entities.
Anthropomorphic design → the tendency to attribute human-like qualities to non-human entities. Compromises the
robot’s form, behavior, interaction/communication with humans.
Media Equation → We see computers and other artifacts as “real agents” and use social conventions when interacting.
Uncanny Valley → When “something” is very much like us, we feel uncomfortable.
Flow → Flow is “a state in which people are so involved in an activity that nothing else seems to matter; the experience is
so enjoyable that people will continue to do it even at great cost, for the sheer sake of doing it”.
Gamification → taking real-world tasks and implanting game elements such as scoring and virtual rewards, in an attempt to
make other activities fun.
Intrinsic motivation → activity is valued by the individual, personal interest, personal commitment to succeed.
Extrinsic motivation → external coercion, bribe, fear of failure, disapproval.
Motivation → based on three ‘innate psychological needs’: competence, autonomy, relatedness.
Repurposing commercial games, game creation for learning, gamification, serious games
1: A is for artificial intelligence (Williams et al., 2019)
When should children begin to learn about AI? AI has began to impact the ways that many children live, learn and play.
Theory of mind skills → perspective taking or the ability to view the world from another’s vantage point is rooted in one’s theory
of mind skills. Children (6/7) are still developing these skills.
Knowledge based systems (rock paper scissors), supervised machine learning (classifying food as healthy/unhealthy), generative
AI (creating a new song).
They believe that children’s understanding of AI through the mind of the robot boosted their theory of mind skills.
2: To err is robot: how humans assess and act toward an erroneous social robot (mirnig et al., 2017)
In HHI imperfections make human social actors more likeable and more believable. Pratfall effect: people’s attractiveness increases when
they commit a mistake. Robot errors: social norm violations & technical failures
Wizard of oz study. Big five inventory questionnaire (assess personality of humans, they used it to analyze if people’s personality
influences how they perceive the robot). (Negative Attitude Toward Robots scale).The faulty robot was rated as more likeable, but neither
more anthropomorphic nor less intelligent.
3: Assessing children’s perspective and acceptance of a social robot (Kory-westlund et al., 2019)
For young children (4/7) we don’t have a validated way of measuring how they view robots, and how accepting they are of robots.
Therefore we need to better understand this relationship and give children ways in which they can express their views.
2 new ways: picture sorting task and social acceptance questionnaire (measures acceptance of peers with disabilities, they used it because
robots often have significant limitations in their interaction modalities).They conducted two studies, one of them was a longitudinal study
(one session vs multiple sessions).
Children may categorize robots as in-between entities with attributes of both living beings and mechanical artifacts.
4: Social robots for long-term interaction: a survey (Leite et al., 2013)
Longitudinal studies are extremely useful to investigate changes in user behaviour and experiences over time. There’s a lack of it because:
difficult to organize, time consuming, expensive, lack of control, privacy issues.
Health care and therapy:
Great potential for social robots to assist users over extended periods of time. There were positive effects (paro study with
elderly people showed increased social interaction between participants and reduced stress, AIBO made autistic children progress in at
least one dimension: play, reasoning and affect). Difficult to draw definite conclusions because of different populations and limited sample
size.
Education:
Pedagogical agents, peer learning, agent tutoring. Some of the studies demonstrate the importance of long-term studies where
children are exposed to robots over several interactions since the interaction patterns and engagement towards the robot is likely to
change.It is believed that very human-like embodiments create higher expectations. To avoid this robots designed to interact witch
children usually have more caricatured embodiments. In some studies the children got successfully bored. Loss of interest over time.
Embodiment vs expectations.
Work environments and public spaces:
Social robots deployed in these environments should be able to adapt to different and unexpected situations, as well as to
different types of users. It’s important that these robots immersed in public spaces can provide clear instructions on how to be operated
and be “easy to use” by people who are unfamiliar with the robot.
A rich model of affect is necessary for forming long-term human-robot relationships. Difficult to generalize and draw conclusions
because the studies where performed with different robots (embodiment as functionality). Small sample size. The robots lacked perceptual
capabilities that would enable richer social interactions with users. If the robots appearance suggests the existence of more human-like
social communication capabilities then it should be able to interact with users using those modalities.
At home:
Pre-adaption, adoption, adaption, use & retention. Most challenging environment: issues of privacy, lack of control over
Anthropomorphism → the tendency to attribute human-like qualities to non-human entities.
Anthropomorphic design → the tendency to attribute human-like qualities to non-human entities. Compromises the
robot’s form, behavior, interaction/communication with humans.
Media Equation → We see computers and other artifacts as “real agents” and use social conventions when interacting.
Uncanny Valley → When “something” is very much like us, we feel uncomfortable.
Flow → Flow is “a state in which people are so involved in an activity that nothing else seems to matter; the experience is
so enjoyable that people will continue to do it even at great cost, for the sheer sake of doing it”.
Gamification → taking real-world tasks and implanting game elements such as scoring and virtual rewards, in an attempt to
make other activities fun.
Intrinsic motivation → activity is valued by the individual, personal interest, personal commitment to succeed.
Extrinsic motivation → external coercion, bribe, fear of failure, disapproval.
Motivation → based on three ‘innate psychological needs’: competence, autonomy, relatedness.
Repurposing commercial games, game creation for learning, gamification, serious games
1: A is for artificial intelligence (Williams et al., 2019)
When should children begin to learn about AI? AI has began to impact the ways that many children live, learn and play.
Theory of mind skills → perspective taking or the ability to view the world from another’s vantage point is rooted in one’s theory
of mind skills. Children (6/7) are still developing these skills.
Knowledge based systems (rock paper scissors), supervised machine learning (classifying food as healthy/unhealthy), generative
AI (creating a new song).
They believe that children’s understanding of AI through the mind of the robot boosted their theory of mind skills.
2: To err is robot: how humans assess and act toward an erroneous social robot (mirnig et al., 2017)
In HHI imperfections make human social actors more likeable and more believable. Pratfall effect: people’s attractiveness increases when
they commit a mistake. Robot errors: social norm violations & technical failures
Wizard of oz study. Big five inventory questionnaire (assess personality of humans, they used it to analyze if people’s personality
influences how they perceive the robot). (Negative Attitude Toward Robots scale).The faulty robot was rated as more likeable, but neither
more anthropomorphic nor less intelligent.
3: Assessing children’s perspective and acceptance of a social robot (Kory-westlund et al., 2019)
For young children (4/7) we don’t have a validated way of measuring how they view robots, and how accepting they are of robots.
Therefore we need to better understand this relationship and give children ways in which they can express their views.
2 new ways: picture sorting task and social acceptance questionnaire (measures acceptance of peers with disabilities, they used it because
robots often have significant limitations in their interaction modalities).They conducted two studies, one of them was a longitudinal study
(one session vs multiple sessions).
Children may categorize robots as in-between entities with attributes of both living beings and mechanical artifacts.
4: Social robots for long-term interaction: a survey (Leite et al., 2013)
Longitudinal studies are extremely useful to investigate changes in user behaviour and experiences over time. There’s a lack of it because:
difficult to organize, time consuming, expensive, lack of control, privacy issues.
Health care and therapy:
Great potential for social robots to assist users over extended periods of time. There were positive effects (paro study with
elderly people showed increased social interaction between participants and reduced stress, AIBO made autistic children progress in at
least one dimension: play, reasoning and affect). Difficult to draw definite conclusions because of different populations and limited sample
size.
Education:
Pedagogical agents, peer learning, agent tutoring. Some of the studies demonstrate the importance of long-term studies where
children are exposed to robots over several interactions since the interaction patterns and engagement towards the robot is likely to
change.It is believed that very human-like embodiments create higher expectations. To avoid this robots designed to interact witch
children usually have more caricatured embodiments. In some studies the children got successfully bored. Loss of interest over time.
Embodiment vs expectations.
Work environments and public spaces:
Social robots deployed in these environments should be able to adapt to different and unexpected situations, as well as to
different types of users. It’s important that these robots immersed in public spaces can provide clear instructions on how to be operated
and be “easy to use” by people who are unfamiliar with the robot.
A rich model of affect is necessary for forming long-term human-robot relationships. Difficult to generalize and draw conclusions
because the studies where performed with different robots (embodiment as functionality). Small sample size. The robots lacked perceptual
capabilities that would enable richer social interactions with users. If the robots appearance suggests the existence of more human-like
social communication capabilities then it should be able to interact with users using those modalities.
At home:
Pre-adaption, adoption, adaption, use & retention. Most challenging environment: issues of privacy, lack of control over
