Lessons from teachers on performing HRI studies with young children in schools
Name
Breazeal_Lessons from teachers.pdf
Size
3.63 MB
Format
Adobe PDF
Checksum (MD5)
60c9e8e548807edbda079b1fdff86ef2
Author(s)
Kory Westlund, Jacqueline Marie
Gordon, Goren
Spaulding, Samuel Lee
Lee, Jin Joo
Plummer, Luke C.
Martinez, Marayna E.
Das, Madhurima
Breazeal, Cynthia Lynn
Date Issued
April 2016
Journal
2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI)
Publisher
Institute of Electrical and Electronics Engineers (IEEE)
Citation
Westlund, Jacqueline Kory et al. “Lessons from Teachers on Performing HRI Studies with Young Children in Schools.” IEEE, 2016. 383–390.
Version
Author's final manuscript
Abstract
We deployed an autonomous social robotic learning companion in three preschool classrooms at an American public school for two months. Before and after this deployment, we asked the teachers and teaching assistants who worked in the classrooms about their views on the use of social robots in preschool education. We found that teachers' expectations about the experience of having a robot in their classrooms often did not match up with their actual experience. These teachers generally expected the robot to be disruptive, but found that it was not, and furthermore, had numerous positive ideas about the robot's potential as a new educational tool for their classrooms. Based on these interviews, we provide a summary of lessons we learned about running child-robot interaction studies in preschools. We share some advice for future researchers who may wish to engage teachers and schools in the course of their own human-robot interaction work. Understanding the teachers, the classroom environment, and the constraints involved is especially important for microgenetic and longitudinal studies, which require more of the school's time-as well as more of the researchers' time-and is a greater opportunity investment for everyone involved.
MIT Department
Massachusetts Institute of Technology. Personal Robots Group
Massachusetts Institute of Technology. Department of Electrical Engineering and Computer Science
Massachusetts Institute of Technology. Department of Mechanical Engineering
Massachusetts Institute of Technology. Department of Political Science
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/10.1109/HRI.2016.7451776
