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Comparing Robots with Different Levels of Autonomy in Educational Setting

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Practical Issues of Intelligent Innovations

Part of the book series: Studies in Systems, Decision and Control ((SSDC,volume 140))

Abstract

Robots’ ability to learn and show autonomous/intelligent behavior is expected to bring a breakthrough in usage of robots in education and assistive technologies. We compared a fully remotely operated robot (e. g. a robot with low autonomy) with one that could recognize cards and develop a playing strategy (i.e. highly autonomous) in a quartet game. We tested whether children perceive the robot in both conditions differently. Using a within-subject design, fourteen typically developed children played with a robot with high or low autonomy. The results show that both robots were evaluated equally engaging for the children. However, the introduction of more autonomy in robot’s behavior and interaction increased the time that the educator or therapist can pay attention to the child. Consequentially, the perceived usefulness of the robot and the triadic interaction between the robot, child and educator or therapist were considerably improved from the perspective of the educator.

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Acknowledgements

We gratefully thank the Lindt elementary school in Helmond. Without the help of the school principal, all the involved teachers, children and parents, this study would not have been possible.

Author information

Authors and Affiliations

  1. Department of Cognitive Science and Artificial Intelligence, Tilburg University, Tilburg, The Netherlands

    Mirjam de Haas

  2. Italian Institute of Technology, Genova, Italy

    Alexander Mois Aroyo

  3. Donders Institute for Brain, Cognition and Behaviour, Radboud University, Nijmegen, The Netherlands

    Pim Haselager

  4. Karakter Centre for Child and Adolescent Psychiatry, Radboud University, Nijmegen, The Netherlands

    Iris Smeekens

  5. Department of Industrial Design, Technical University of Eindhoven, Eindhoven, The Netherlands

    Emilia Barakova

Authors
  1. Mirjam de Haas
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  2. Alexander Mois Aroyo
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  3. Pim Haselager
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  4. Iris Smeekens
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  5. Emilia Barakova
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Corresponding authors

Correspondence to Mirjam de Haas or Emilia Barakova .

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Editors and Affiliations

  1. Institute of Information and Communication Technologies, Bulgarian Academy of Sciences, Sofia, Bulgaria

    Vassil Sgurev

  2. University of Library Studies and Information Technologies, Sofia, Bulgaria

    Vladimir Jotsov

  3. Department of Computer Science, Systems Research Institute, Polish Academy of Sciences, Warsaw, Poland

    Janusz Kacprzyk

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de Haas, M., Aroyo, A.M., Haselager, P., Smeekens, I., Barakova, E. (2018). Comparing Robots with Different Levels of Autonomy in Educational Setting. In: Sgurev, V., Jotsov, V., Kacprzyk, J. (eds) Practical Issues of Intelligent Innovations. Studies in Systems, Decision and Control, vol 140. Springer, Cham. https://doi.org/10.1007/978-3-319-78437-3_13

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  • DOI: https://doi.org/10.1007/978-3-319-78437-3_13

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  • Online ISBN: 978-3-319-78437-3

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