Social Robot Toolkit: Tangible Programming for Young Children
Name
Breazeal_Social robot toolkit.pdf
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837.55 KB
Format
Adobe PDF
Checksum (MD5)
310b9df5484eeb9c55eba8db65fe62bc
Author(s)
Gordon, Michal
Ackermann, Edith K. E.
Breazeal, Cynthia Lynn
Date Issued
March 2015
Journal
Proceedings of the Tenth Annual ACM/IEEE International Conference on Human-Robot Interaction Extended Abstracts - HRI'15 Extended Abstracts
Publisher
Association for Computing Machinery (ACM)
Citation
Gordon, Michal, Edith Ackermann, and Cynthia Breazeal. “Social Robot Toolkit.” Proceedings of the Tenth Annual ACM/IEEE International Conference on Human-Robot Interaction Extended Abstracts - HRI’15 Extended Abstracts (2015).
Version
Author's final manuscript
Abstract
Teaching children how to program has gained broad interest in the last decade. Approaches range from visual programming languages, tangible programming, as well as programmable robots. We present a novel social robot toolkit that extends common approaches along three dimensions. (i) We propose a tangible programming approach that is suitable for young children with reusable vinyl stickers to represent rules for the robot to perform. (ii) We make use of social robots that are designed to interact directly with children. (iii) We focus the programming tasks and activities around social interaction. In other words, children teach an expressive relational robot how to socially interact by showing it a tangible sticker rulebook that they create. To explore various activities and interactions, we teleoperated the robot's sensors. We present qualitative analysis of children's engagement in and uses of the social robot toolkit and show that they learn to create new rules, explore complex computational concepts, and internalize the mechanism with which robots can be programmed.
MIT Department
Massachusetts Institute of Technology. Personal Robots Group
Massachusetts Institute of Technology. Media Laboratory
Program in Media Arts and Sciences (Massachusetts Institute of Technology)
Terms of Use
Creative Commons Attribution-Noncommercial-Share Alike
Persistent DSpace Link
DOI of Published Version
https://doi.org/10.1145/2701973.2702001
