Learning with robots demands acceptance of robots in order to share several functional and social tasks with them. Acceptance is a sensitive topic of investigation in the field of human‐robot interaction (HRI) research that addresses the design, understanding and evaluation of robotic systems, which involve humans and robots interacting through communication. There are six connotations of robot acceptance, namely representational, physical, behavioral, functional, social and cultural. Among these dimensions, functional and social acceptances play a key role for effective interaction in educational contexts. Functional acceptance refers to the level of perceived ease of use, usefulness, accuracy and innovativeness of the robot. Social acceptance covers a variety of issues such as social presence, perceived sociability‐often overlapping with social abilities, social intelligence, and social influence of robots. Interestingly, while representational and cultural acceptance continuously vary with relation to the users' progressive familiarization to robots, it possible to be disappointed by a robot that lacks social abilities.
Learning with Robotics: Functional and Social Acceptance of Robots
2016-09-30
43 pages
Aufsatz/Kapitel (Buch)
Elektronische Ressource
Englisch
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