Do Shy Preschoolers Interact Differently When Learning Language With a Social Robot? An Analysis of Interactional Behavior and Word Learning

害羞 心理学 发展心理学 性情 语言习得 社交机器人 单词学习 认知心理学 机器人 社会心理学 人工智能 计算机科学 人格 焦虑 语言学 词汇 机器人控制 数学教育 精神科 哲学 移动机器人
作者
Nils F. Tolksdorf,Franziska E. Viertel,Katharina J. Rohlfing
出处
期刊:Frontiers in Robotics and AI [Frontiers Media]
卷期号:8 被引量:22
标识
DOI:10.3389/frobt.2021.676123
摘要

Temperamental traits can decisively influence how children enter into social interaction with their environment. Yet, in the field of child–robot interaction, little is known about how individual differences such as shyness impact on how children interact with social robots in educational settings. The present study systematically assessed the temperament of 28 preschool children aged 4–5 years in order to investigate the role of shyness within a dyadic child–robot interaction. Over the course of four consecutive sessions, we observed how shy compared to nonshy children interacted with a social robot during a word-learning educational setting and how shyness influenced children’s learning outcomes. Overall, results suggested that shy children not only interacted differently with a robot compared to nonshy children, but also changed their behavior over the course of the sessions. Critically, shy children interacted less expressively with the robot in general. With regard to children’s language learning outcomes, shy children scored lower on an initial posttest, but were able to close this gap on a later test, resulting in all children retrieving the learned words on a similar level. When intertest learning gain was considered, regression analyses even confirmed a positive predictive role of shyness on language learning gains. Findings are discussed with regard to the role of shyness in educational settings with social robots and the implications for future interaction design.
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