THE PERCEPTION OF ROBOT'S EMOTIONAL GESTURES AND SPEECH BY CHILDREN SOLVING A SPATIAL PUZZLE

The emotional behavior of a companion robot is important for human-robot interaction in the situation of training tasks. We examined the influence of emotional gestures and emotional speech of the robot on its perception by primary school students (N=52, male, female, mean age 9.8) in the situation of joint solution of the spatial Tangram puzzle. It was shown that emotional gestures make a significant contribution to the attractiveness of the robot for the child. It was also found that test subjects prefer the robot with emotional gestures and speech over the robot with neutral gesture and speech behavior. The study also analyzed the communicative behavior of children, identified typical communicative signs that are typical for interaction start with the robot, for monitoring the game and for difficult situations. We described typical mistakes that children make when assembling a puzzle together with the robot.

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An Open Source Emotional Speech Corpus for Human Robot Interaction Applications

10.21437/interspeech.2018-1349 ◽

2018 ◽

Cited By ~ 2

Author(s):

Jesin James ◽

Li Tian ◽

Catherine Inez Watson

Keyword(s):

Open Source ◽

Human Robot Interaction ◽

Emotional Speech ◽

Speech Corpus ◽

Robot Interaction

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Formation of Students’ Socio-Cultural and Lingual Competence at Foreign Language Lessons in Primary School

Journal of Vasyl Stefanyk Precarpathian National University ◽

10.15330/jpnu.3.2-3.73-78 ◽

2016 ◽

Vol 3 (2-3) ◽

pp. 73-78

Author(s):

Tetyana Blyznyuk

Keyword(s):

Cultural Competence ◽

Foreign Language ◽

Primary School ◽

Intercultural Communication ◽

Social Life ◽

Language Skills ◽

Primary School Students ◽

School Students ◽

Communicative Behavior

The article identifies the problem of formation of socio-cultural and lingual competenceof primary school students at foreign language lessons (namely English). The author analyzed theconcept of “socio-cultural” and “lingual” competence and their theoretical-methodicalcomponents. The essence of the socio-cultural competence is highlighted throughinternationalization of all aspects of social life and its importance for socialization of modernstudents and their preparation for intercultural communication. The researcher consideredelements of verbal and non verbal communicative behavior of students. The paper presented waysand means of attracting students to get acquainted with the culture of the countries whoselanguage they study. The methodological bases of the usage of the country and language skills andknowledge are actualized by using a particular content

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Cultivating students’ computational thinking through student–robot interactions in robotics education

International Journal of Technology and Design Education ◽

10.1007/s10798-021-09677-3 ◽

2021 ◽

Author(s):

Jing Ru Qu ◽

Ping Kwan Fok

Keyword(s):

Data Collection ◽

Learning Process ◽

Mixed Methods Research ◽

Summer Camp ◽

Computational Thinking ◽

Primary School Students ◽

School Students ◽

Robot Interaction ◽

Robotics Education ◽

The Social

AbstractThis research focuses on student–robot interaction in the learning environment of robotics education (RE) and attempts to explore how it cultivates students’ computational thinking (CT). Different from child–robot interactions as investigated in the social robot field, student–robot (S–R) interactions focus mainly on the process of interaction between learners and programmable robot kits in RE settings. At a four-week robotics summer camp in China, mixed-methods research was conducted. Forty primary school students and one dedicated robotics teacher participated in this research, while 32 students and the teacher completed all the lessons and data collection procedures of the summer camp. Results indicated that students’ CT skill increased during the summer camp and that the change in their CT skill was positively correlated to the time spent on S–R interaction. Additionally, how three kinds of S–R interaction—programming-computing, observational investigation, and participatory investigation—cultivated students’ CT were found. Moreover, the hierarchy of three S–R interactions and students’ role-shifting in the hierarchy were discussed. Previous studies rarely discussed S–R interaction; however, this kind of interaction should be explored because it provides more information about students’ natural learning process, which might be meaningful to RE practice.

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Development of Natural Emotional Speech Database for Training Automatic Recognition Systems of Stressful Emotions in Human-Robot Interaction

2020 4th Scientific School on Dynamics of Complex Networks and their Application in Intellectual Robotics (DCNAIR) ◽

10.1109/dcnair50402.2020.9216940 ◽

2020 ◽

Author(s):

Alan K. Alimuradov ◽

Alexander Yu. Tychkov ◽

Viktoriya A. Mezhina ◽

Ekaterina A. Fokina ◽

Angelina E. Zhurina ◽

...

Keyword(s):

Automatic Recognition ◽

Human Robot Interaction ◽

Emotional Speech ◽

Robot Interaction ◽

Speech Database ◽

Emotional Speech Database ◽

Recognition Systems

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Yes I Can!

Social Psychology ◽

10.1027/1864-9335/a000229 ◽

2015 ◽

Vol 46 (2) ◽

pp. 76-92 ◽

Cited By ~ 15

Author(s):

Dries Vervecken ◽

Bettina Hannover

Keyword(s):

Middle Childhood ◽

Gender Stereotypes ◽

Self Efficacy ◽

Vocational Interests ◽

Primary School Students ◽

School Students ◽

Employment Goals ◽

Linguistic Intervention ◽

Male Occupations ◽

Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

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