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The Power of Robot-mediated Play: Forming Friendships and Expressing Identity
Tele-operated collaborative robots are used by many children for academic learning. However, as child-directed play is important for social-emotional learning, it is also important to understand how robots can facilitate play. In this article, we present findings from an analysis of a national, mult...
Autores principales: | , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10593410/ https://www.ncbi.nlm.nih.gov/pubmed/37877076 http://dx.doi.org/10.1145/3611656 |
Sumario: | Tele-operated collaborative robots are used by many children for academic learning. However, as child-directed play is important for social-emotional learning, it is also important to understand how robots can facilitate play. In this article, we present findings from an analysis of a national, multi-year case study, where we explore how 53 children in grades K–12 (n = 53) used robots for self-directed play activities. The contributions of this article are as follows. First, we present empirical data on novel play scenarios that remote children created using their tele-operated robots. These play scenarios emerged in five categories of play: physical, verbal, visual, extracurricular, and wished-for play. Second, we identify two unique themes that emerged from the data—robot-mediated play as a foundational support of general friendships and as a foundational support of self-expression and identity. Third, our work found that robot-mediated play provided benefits similar to in-person play. Findings from our work will inform novel robot and HRI design for tele-operated and social robots that facilitate self-directed play. Findings will also inform future interdisciplinary studies on robot-mediated play. |
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