A Design Strategy for Meaningful HRI Discussions in Elementary School

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A Design Strategy for Meaningful HRI Discussions in Elementary School

Freier Zugriff

Hägglund Susanne / Andersson Sören / Backholm-Nyberg Yvonne

This position paper describes the experimental behavior design of the adaptable humanoid social robot Pepper in four different roles in class. In 2018 and 2019, we held English classes in seven Finnish elementary schools with a twofold mission. Our aim was both to showcase these four different social roles in an English class of 5th graders and to discuss future robot-assisted education and collaborative learning with the children. As a design strategy, we developed pedagogical robot applications and adopted the content to the curriculum of the 5 th grade and to cultural phenomena that Finnish children aged 10-12 were well familiar with. However, although one thoroughly designs for a meaningful experience of-and interaction with-a robot, other factors are at play that affect the perception of the robot and interaction with it. All things considered, we conclude that co-created robot applications, corresponding to the curriculum and contemporary youth culture that the children interact with co-present in class, offer an interesting and accessible opportunity for children to reflect on the use and design of socially assistive robots. ; Position paper presented at Empowering Children's Critical Reflections on AI, Robotics and Other Intelligent Technologies Workshop at NordiCHI2020. We'd like to thank the Ministry of Education and Culture of Finland for funding our work.