Abstract
This paper presents a study that examines whether gaze hints provided by a robot tutor influences the behavior of children in a card matching game. In this regard, we conducted a within-subjects experiment, in which children played a card game “Memory” in the presence of a robot tutor in two sessions. In one session (Help), the robot tutor gives gaze hints to help children find matching cards and, in the other session (No_Help), the robot tutor does not provide help to the children. Gaze hints involved looking toward the correct matching cart. We analyzed the child-robot interaction regarding execution performance, gaze behavior, and level of engagement. Children performance was measured using the number of trials and overall time used to complete the game. We found that children used significantly fewer trials in the Help condition than in the No_Help condition. In addition, there were more instances of mutual gaze in the Help condition than in the No_Help condition. These findings suggest that designing a robot with dynamic gaze increases the effectiveness of the robot tutor as a helping agent.
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Acknowledgement
This work was supported in part by the Erasmus Mundus Joint Doctorate in Interactive and Cognitive Environments, which is funded by the EACEA Agency of the European Commission under EMJD ICE FPA no 2010-0012. We thank Kyra Fredricks, for her valuable support during the experiment, and all the children who participated in the study, the teachers and all parents/guardians who made this study possible.
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Mwangi, E., Barakova, E.I., Diaz, M., Mallofre, A.C., Rauterberg, M. (2017). Gaze-Based Hints During Child-Robot Gameplay. In: Kheddar, A., et al. Social Robotics. ICSR 2017. Lecture Notes in Computer Science(), vol 10652. Springer, Cham. https://doi.org/10.1007/978-3-319-70022-9_41
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DOI: https://doi.org/10.1007/978-3-319-70022-9_41
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