Child–robot interaction: designing robot mediation to facilitate friendship behaviors

References

• Barreto, F., & Benitti, V. (2012). Exploring the educational potential of robotics in schools: A systematic review. Computers & Education, 58(1), 978–988. https://doi.org/10.1016/j.compedu.2011.10.006
   Google Scholar
• Baxter, P., Ashurst, E., Read, R., Kennedy, J., & Belpaeme, T. (2017). Robot education peers in a situated primary school study: Personalization promotes child learning. PLoS ONE, 12(5), Article e0178126. https://doi.org/10.1371/journal.pone.0178126
   Google Scholar
• Belpaeme, T., Baxter, P., Greeff, J. d., Kennedy, J., Read, R., Looije, R., Neerincx, M., Baroni, I., & Zelati, M. C. (2013). Child-robot interaction: Perspectives and challenges. In G. Herrmann, M. J. Pearson, A. Lenz, P. Bremner, A. Spiers, & U. Leonards (Eds.), Social robotics: Lecture notes in computer science (Vol. 8239, pp. 452–459). Springer. https://doi.org/10.1007/978-3-319-02675-6_45
   Google Scholar
• Belpaeme, T., Baxter, P., Read, R., Wood, R., Cuaýahuitl, H., Kiefer, B., Racioppa, S., Ivana, K., Athanasopoulos, G., Enescu, V., Looije, R., Neerincx, M., Demiris, Y., Ros-Espinoza, R., Beck, A., Cãnamero, L., Hiolle, A., Baroni, I., Nalin, M., … Humbert, R. (2013). Multimodal child robot interaction: Building social bonds. Journal of Human Robot Interaction, 1(2), 33–53. https://doi.org/10.5898/JHRI.1.2.Belpaeme
   Google Scholar
• Belpaeme, T., Kennedy, J., Ramachandran, A., Scassellati, B., & Tanaka, F. (2018). Social robots for education: A review. Science Robotics, 3(21), Article eaat5954. https://doi.org/10.1126/scirobotics.aat5954
   Web of Science ®Google Scholar
• Beran, T., Ramirez-Serrano, A., Kuzyk, R., Fior, M., & Nugent, S. (2011). Understanding how children understand robots: Perceived animism in child-robot interaction. International Journal of Human-Computer Studies, 69(7–8), 539–550. https://doi.org/10.1016/j.ijhcs.2011.04.003
   Web of Science ®Google Scholar
• Berry, D. S., & Springer, K. (1993). Structure, motion, and preschoolers’ perceptions of social causality. Ecological Psychology, 5(4), 273–283. https://doi.org/10.1207/s15326969eco0504_1
   Web of Science ®Google Scholar
• Bukowsky, W. M., & Sippola, L. K. (2005). Friendship and development: Putting the most human relationship in its place. New Directions for Child and Adolescent Development, 2005(109), 91–98. https://doi.org/10.1002/cd.141
   Google Scholar
• Burk, D. I. (1996). Understanding friendship and social interaction. Childhood Education, 72(5), 282–285. https://doi.org/10.1080/00094056.1996.10521867
   Google Scholar
• Buysse, V., Goldman, B. D., & Skinner, M. L. (2003). Friendship formation in inclusive early childhood classrooms: What is the teacher’s role? Early Childhood Research Quarterly, 18(4), 485–501. https://doi.org/10.1016/j.ecresq.2003.09.007
   Web of Science ®Google Scholar
• Carter, C., & Nutbrown, C. (2016). A pedagogy of friendship: Young children’s friendships and how schools can support them. International Journal of Early Years Education, 24(4), 395–413. https://doi.org/10.1080/09669760.2016.1189813
   Web of Science ®Google Scholar
• Chen, H., Park, H. W., & Breazeal, C. (2020). Teaching and learning with children: Impact of reciprocal peer learning with a social robot on children’s learning and emotive engagement. Computers & Education, 150, Article 103836. https://doi.org/10.1016/j.compedu.2020.103836
   Google Scholar
• Cheng, Y. W., Sun, P. C., & Chen, N. S. (2018). The essential applications of educational robot: Requirement analysis from the perspectives of experts, researchers and instructors. Computers & Education, 126, 399–416. https://doi.org/10.1016/j.compedu.2018.07.020
   Web of Science ®Google Scholar
• Clark, E. V. (2009). First language acquisition (2nd ed.). Cambridge University Press.
   Google Scholar
• Coelho, L., Torres, N., Fernandes, C., & Santos, A. J. (2017). Quality of play, social acceptance and reciprocal friendship in preschool children. European Early Childhood Education Research Journal, 25(6), 812–823. https://doi.org/10.1080/1350293X.2017.1380879
   Web of Science ®Google Scholar
• Cook, G. (2000). Language play, language learning. Oxford University Press.
   Google Scholar
• Coolahan, K., Fantuzzo, J., Mendez, J., & McDermott, P. (2000). Preschool peer interactions and readiness to learn: Relationships between classroom peer play and learning behaviors and conduct. Journal of Educational Psychology, 92(3), 458–465. https://doi.org/10.1037/0022-0663.92.3.458
   Web of Science ®Google Scholar
• Copple, C., & Bredekamp, S. (2008). Developmentally appropriate practice in early childhood program serving children from birth through age 8. National Association for the Education and Young Children.
   Google Scholar
• Crompton, H., Gregory, K., & Burke, D. (2018). Humanoid robots supporting children’s learning in an early childhood setting. British Journal of Educational Technology, 49(5), 911–927. https://doi.org/10.1111/bjet.12654
   Web of Science ®Google Scholar
• Dee, T. S. (2005). A teacher like me: Does race, ethnicity, or gender matter? American Economic Review, 95(2), 158–165. https://doi.org/10.1257/000282805774670446. https://www.jstor.org/stable/4132809
   Web of Science ®Google Scholar
• Ellison, C. G., & Powers, D. A. (1994). The contact hypothesis and racial attitudes among Black Americans. Social Science Quarterly, 75, 385–400.
   Web of Science ®Google Scholar
• Frea, W., Craig-Unkefer, L., Odom, S. L., & Johnson, D. (1999). Differential effects of structured social integration and group friendship activities for promoting social interaction with peers. Journal of Early Intervention, 22(3), 230–242. https://doi.org/10.1177/105381519902200306
   Web of Science ®Google Scholar
• Fridin, M. (2014). Kindergarten social assistive robot: First meeting and ethical issues. Computers in Human Behavior, 30, 262–272. https://doi.org/10.1016/j.chb.2013.09.005
   Web of Science ®Google Scholar
• Hollingsworth, H. L., & Buysee, V. (2009). Establishing friendships in early childhood inclusive settings: What roles do parents teachers play? Journal of Early Intervention, 31(4), 287–307. https://doi.org/10.1177/1053815109352659
   Web of Science ®Google Scholar
• Howes, C. (2009). Friendship in early childhood. In K. H. Rubins, W. M. Bukowski, & B. Lauresen (Eds.), Handbook of peer interactions, relationships, and groups (pp. 180–194). Guilford Press.
   Google Scholar
• Janssen, J. B., van der Wal, C. C., Neerincx, M. A., & Looije, R. (2011). Motivating children to learn arithmetic with an adaptive robot game. In B. Mutlu, C. Bartneck, J. Ham, V. Evers, & T. Kanda (Eds.), ICSR 2011. LNCS (vol. 7072, pp. 153–162). Springer.
   Google Scholar
• Jones, E. (2003). Playing to get smart. Young Children, 58(3), 32–36. https://www.jstor.org/stable/42729776
   Google Scholar
• Kennedy, J., Baxter, P., & Belpaeme, T. (2015). Comparing robot embodiments in a guided discovery learning interaction with children. International Journal of Social Robotics, 7(2), 293–308. https://doi.org/10.1007/s12369-014-0277-4
   Web of Science ®Google Scholar
• Kennedy, J., Lemaignan, S., Montassier, C., Lavalade, P., Irfan, B., Papadopoulos, F., Senft, E., & Belpaeme, T. (2017, March 6–9). Child speech recognition in human-robot interaction: Evaluations and recommendations. Proceedings of the 2017 ACM/IEEE International Conference on Human-Robot Interaction, Vienna, Austria (pp. 82–90). https://doi.org/10.1145/2909824.3020229
   Google Scholar
• Kim, M., Yi, S., & Lee, D. (2018). Between living and nonliving: Young children's animacy judgments and reasoning about humanoid robots. PLoS ONE, 14(6), Article e0216869. https://doi.org/10.1371/journal.pone.0216869
   Google Scholar
• Kim, Y. (2016). Designing a robot for cultural brokering in education. Educational Technology, 56(4), 41–43. https://www.jstor.org/stable/44430477
   Google Scholar
• Kim, Y., Mark, S., Pham, H., & Nguyen, T. T. (2018). Designing technology as a cultural broker for young children: Challenges and opportunities. ICLS proceedings. In J. Kay, & R. Luckin (Eds.), Proceedings of the 13th international conference of the learning sciences (ICLS) 2018: Vol. 1. (pp. 88–95). International Society of the Learning Sciences. https://repository.isls.org//handle/1/475
   Google Scholar
• Kim, Y., & Tscholl, M. (2021). Young children’s embodied interactions with a social robot. Educational Technology Research and Development, 69(4), 2059–2081. https://doi.org/10.1007/s11423-021-09978-3
   Web of Science ®Google Scholar
• Klein, T. P., Wirth, D., & Linas, K. (2003). Play: Children’s context for development. Young Children, 58(3), 38–45. https://www.jstor.org/stable/42729778
   Google Scholar
• Kory-Westlund, J. M., & Breazeal, C. (2019). Exploring the effects of a social robot’s speech entrainment and backstory on young children’s emotion, rapport, relationship, and learning. Frontiers in Robotics and AI, 6, Article 54. https://doi.org/10.3389/frobt.2019.00054
   Google Scholar
• Kurtz, G., & Kohen-Vacs, D. (2022). Humanoid robot as a tutor in a team-based training activity. Interactive Learning Environments. Advance online publication. https://doi.org/10.1080/10494820.2022.2086577
   Google Scholar
• Lauren, B., & Hartup, W. W. (2002). The origins of reciprocity and social exchange in friendship. New Directions for Child and Adolescent Development, 2002(95), 27–40. https://doi.org/10.1002/cd.35
   Google Scholar
• Ligthart, M., Fernhout, T., Neerincx, M. A., Van Bindsbergen, K. L. A., Grootenhuis, M. A., & Hindriks, K. V. (2019, May 13–17). A child and a robot getting acquainted - interaction design for eliciting self-disclosure. Proceedings of the International Joint Conference on Autonomous Agents and Multiagent Systems, AAMAS, Montreal QC, Canada (pp. 61–70).
   Google Scholar
• Martínez-Miranda, J., Perez-Espinosa, H., Espinosa-Curiel, I., Avila-George, H., & Rodríguez-Jacobo, J. (2018). Age-based differences in preferences and affective reactions towards a robot's personality during interaction. Computers in Human Behavior, 84, 245–257. https://doi.org/10.1016/j.chb.2018.02.039
   Web of Science ®Google Scholar
• McDevitt, T. M., & Ormrod, J. E. (2015). Child development and education. Pearson.
   Google Scholar
• Morison, P., & Masten, A. (1991). Peer reputation in childhood as a predictor of adaption in adolescence: A seven year follow-up. Child Development, 62(5), 991–1007. https://doi.org/10.2307/1131148
   PubMed Web of Science ®Google Scholar
• Nalin, M., Baroni, I., Kruijff-Korbayová, I., Cãnamero, L., Lewis, M., Beck, A., Cuaý Lahuitl, H., & Sanna, A. (2012, September 9–13). Children’s adaptation in multi-session interaction with a humanoid robot. Proceedings of the Ro-Man Conference, Paris, France. https://doi.org/10.1109/ROMAN.2012.6343778
   Google Scholar
• National Academies of Science, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. The National Academies Press. https://doi.org/10.17226/24783
   Google Scholar
• National Association of the Education of Young Children. (2020). Position statement: Developmentally appropriate practice. https://www.naeyc.org/resources/position-statements/dap/principles
   Google Scholar
• Niffenegger, J. P., & Willer, L. R. (1998). Friendship behaviors during early childhood and beyond. Early Childhood Education Journal, 26(2), 95–99. https://doi.org/10.1023/A:1022903329637
   Google Scholar
• Oliveira, R., Arriaga, P., Santos, F., Mascarenhas, S., & Paiva, A. (2021). Towards prosocial design: A scoping review of the use of robots and virtual agents to trigger prosocial behavior. Computers in Human Behavior, 114, Article 106547. https://doi.org/10.1016/j.chb.2020.106547
   Google Scholar
• Papadopoulou, M. (2016). The ‘space’ of friendship: Young children’s understandings and expressions of friendship in a reception class. Early Child Development and Care, 186(10), 1544–1558. https://doi.org/10.1080/03004430.2015.1111879
   Web of Science ®Google Scholar
• Paris, D. (2012). Culturally sustaining pedagogy: A needed change in stance, terminology, and practice. Educational Researcher, 41(3), 93–97. https://doi.org/10.3102/0013189X12441244
   Web of Science ®Google Scholar
• Pedersen, S., Vitaro, F., Barker, E. D., & Borge, A. I. H. (2007). The timing of middle-childhood peer rejection and friendship: Linking early behavior to early-adolescent adjustment. Child Development, 78(4), 1037–1051. https://doi.org/10.1111/j.1467-8624.2007.01051.x. https://www.jstor.org/stable/4620688
   PubMed Web of Science ®Google Scholar
• Peter, J., Kühne, R., & Barco, A. (2021). Can social robots affect children’s prosocial behavior? An experimental study on prosocial robot models. Computers in Human Behavior, 120, Article 106712. https://doi.org/10.1016/j.chb.2021.106712
   Google Scholar
• Pettigrew, T. F. (1998). Intergroup contact theory. Annual Review of Psychology, 49(1), 65–85. https://doi.org/10.1146/annurev.psych.49.1.65
   PubMed Web of Science ®Google Scholar
• Radesky, J. S., Schumacher, J., & Zuckerman, B. (2015). Mobile and interactive media use by young children: The good, the bad, and the unknown. Pediatrics, 135(1), 1–3. https://doi.org/10.1542/peds.2014-2251
   PubMed Web of Science ®Google Scholar
• Reeves, B., & Nass, C. (1996). The media equation: How people treat computers, television, and new media like real people and places. Cambridge University Press.
   Google Scholar
• Rubin, K. H., Coplan, R., Chen, X., Buskirt, A. A., & Wojslawowicz, J. C. (2005). Peer relationships in childhood. In M. H. Bornstein, & M. E. Lamb (Eds.), Developmental science: An advance textbook (pp. 469–512). Erlbaum.
   Google Scholar
• Smith, P. K. (2010). Children and play: Understanding children’s worlds. Wiley-Blackwell.
   Google Scholar
• Turkle, S. (2011). Alone together: Why we expect more from technology and less from each other. Basic Books.
   Google Scholar
• Turkle, S., Breazeal, C. L., DastÅLe, O., & Scassellati, B. (2004). Encounters with kismet and cog: Children respond to relational artifacts. IEEE-RAS/RSJ International Conference on Humanoid Robots, Los Angeles, CA.
   Google Scholar
• Vaughn, B. E., Colvin, T. N., Azria, M. R., Caya, L., & Krysik, L. (2001). Dyadic analyses of friendship in a sample of preschool-age children attending Head Start: Correspondence between measures and implications for social competence. Child Development, 72(3), 862–878. https://doi.org/10.1111/1467-8624.00320
   PubMed Web of Science ®Google Scholar