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Do Children Adapt Their Perspective to a Robot When They Fail to Complete a Task?

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

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Do Children Adapt Their Perspective to a Robot When They Fail to Complete a Task? / Yadollahi, Elmira; Couto, Marta; Dillenbourg, Pierre et al.
IDC '22: Proceedings of the 21st Annual ACM Interaction Design and Children Conference. New York: ACM, 2022. p. 341-351.

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review

Harvard

Yadollahi, E, Couto, M, Dillenbourg, P & Paiva, A 2022, Do Children Adapt Their Perspective to a Robot When They Fail to Complete a Task? in IDC '22: Proceedings of the 21st Annual ACM Interaction Design and Children Conference. ACM, New York, pp. 341-351. https://doi.org/10.1145/3501712.3529719

APA

Yadollahi, E., Couto, M., Dillenbourg, P., & Paiva, A. (2022). Do Children Adapt Their Perspective to a Robot When They Fail to Complete a Task? In IDC '22: Proceedings of the 21st Annual ACM Interaction Design and Children Conference (pp. 341-351). ACM. https://doi.org/10.1145/3501712.3529719

Vancouver

Yadollahi E, Couto M, Dillenbourg P, Paiva A. Do Children Adapt Their Perspective to a Robot When They Fail to Complete a Task? In IDC '22: Proceedings of the 21st Annual ACM Interaction Design and Children Conference. New York: ACM. 2022. p. 341-351 doi: 10.1145/3501712.3529719

Author

Yadollahi, Elmira ; Couto, Marta ; Dillenbourg, Pierre et al. / Do Children Adapt Their Perspective to a Robot When They Fail to Complete a Task?. IDC '22: Proceedings of the 21st Annual ACM Interaction Design and Children Conference. New York : ACM, 2022. pp. 341-351

Bibtex

@inproceedings{c749e61036294a49bc77e6e52cd203db,
title = "Do Children Adapt Their Perspective to a Robot When They Fail to Complete a Task?",
abstract = "Spatial understanding and communication are essential skills in human interaction. An adequate understanding of others{\textquoteright} spatial perspectives can increase the quality of the interaction, both perceptually and cognitively. In this paper, we take the first step towards understanding children{\textquoteright}s perspective-taking abilities and their tendency to adapt their perspective to a counterpart while completing a task with a robot. The elements used for studying children{\textquoteright}s behaviours are the frame of reference and perspective marking, which we evaluated through a task where players needed to compose instructions to guide each other to complete the task. We developed the interaction with an NAO robot and analyzed the children{\textquoteright}s instructions and their performance throughout the game. Our initial findings demonstrated that children tend to compose their first instruction by following the principle of least collaborative effort. Children significantly changed and adapted their perspective, i.e. frame of reference and perspective marking to the robot, mainly when the robot failed to follow their instructions correctly. Additionally, results show that children tend to create a mental model of their counterparts and the robot changing that frame of reference might affect their performance or the flow of the interaction.",
author = "Elmira Yadollahi and Marta Couto and Pierre Dillenbourg and Ana Paiva",
year = "2022",
month = jun,
day = "27",
doi = "10.1145/3501712.3529719",
language = "English",
pages = "341--351",
booktitle = "IDC '22: Proceedings of the 21st Annual ACM Interaction Design and Children Conference",
publisher = "ACM",

}

RIS

TY - GEN

T1 - Do Children Adapt Their Perspective to a Robot When They Fail to Complete a Task?

AU - Yadollahi, Elmira

AU - Couto, Marta

AU - Dillenbourg, Pierre

AU - Paiva, Ana

PY - 2022/6/27

Y1 - 2022/6/27

N2 - Spatial understanding and communication are essential skills in human interaction. An adequate understanding of others’ spatial perspectives can increase the quality of the interaction, both perceptually and cognitively. In this paper, we take the first step towards understanding children’s perspective-taking abilities and their tendency to adapt their perspective to a counterpart while completing a task with a robot. The elements used for studying children’s behaviours are the frame of reference and perspective marking, which we evaluated through a task where players needed to compose instructions to guide each other to complete the task. We developed the interaction with an NAO robot and analyzed the children’s instructions and their performance throughout the game. Our initial findings demonstrated that children tend to compose their first instruction by following the principle of least collaborative effort. Children significantly changed and adapted their perspective, i.e. frame of reference and perspective marking to the robot, mainly when the robot failed to follow their instructions correctly. Additionally, results show that children tend to create a mental model of their counterparts and the robot changing that frame of reference might affect their performance or the flow of the interaction.

AB - Spatial understanding and communication are essential skills in human interaction. An adequate understanding of others’ spatial perspectives can increase the quality of the interaction, both perceptually and cognitively. In this paper, we take the first step towards understanding children’s perspective-taking abilities and their tendency to adapt their perspective to a counterpart while completing a task with a robot. The elements used for studying children’s behaviours are the frame of reference and perspective marking, which we evaluated through a task where players needed to compose instructions to guide each other to complete the task. We developed the interaction with an NAO robot and analyzed the children’s instructions and their performance throughout the game. Our initial findings demonstrated that children tend to compose their first instruction by following the principle of least collaborative effort. Children significantly changed and adapted their perspective, i.e. frame of reference and perspective marking to the robot, mainly when the robot failed to follow their instructions correctly. Additionally, results show that children tend to create a mental model of their counterparts and the robot changing that frame of reference might affect their performance or the flow of the interaction.

U2 - 10.1145/3501712.3529719

DO - 10.1145/3501712.3529719

M3 - Conference contribution/Paper

SP - 341

EP - 351

BT - IDC '22: Proceedings of the 21st Annual ACM Interaction Design and Children Conference

PB - ACM

CY - New York

ER -