Lessons from teachers on performing HRI studies with young children in schools
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 prescho...
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| Format: | Article |
| Language: | en_US |
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Institute of Electrical and Electronics Engineers (IEEE)
2017
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| Online Access: | http://hdl.handle.net/1721.1/107803 https://orcid.org/0000-0002-0418-4674 https://orcid.org/0000-0003-1175-437X https://orcid.org/0000-0002-0587-2065 |
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| author | Kory Westlund, Jacqueline Marie Gordon, Goren Spaulding, Samuel Lee Lee, Jin Joo Plummer, Luke C. Martinez, Marayna E. Das, Madhurima Breazeal, Cynthia Lynn |
| author2 | Massachusetts Institute of Technology. Personal Robots Group |
| author_facet | Massachusetts Institute of Technology. Personal Robots Group Kory Westlund, Jacqueline Marie Gordon, Goren Spaulding, Samuel Lee Lee, Jin Joo Plummer, Luke C. Martinez, Marayna E. Das, Madhurima Breazeal, Cynthia Lynn |
| author_sort | Kory Westlund, Jacqueline Marie |
| collection | MIT |
| description | 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. |
| first_indexed | 2024-09-23T13:41:04Z |
| format | Article |
| id | mit-1721.1/107803 |
| institution | Massachusetts Institute of Technology |
| language | en_US |
| last_indexed | 2024-09-23T13:41:04Z |
| publishDate | 2017 |
| publisher | Institute of Electrical and Electronics Engineers (IEEE) |
| record_format | dspace |
| spelling | mit-1721.1/1078032022-10-01T16:31:54Z Lessons from teachers on performing HRI studies with young children in schools Kory Westlund, Jacqueline Marie Gordon, Goren Spaulding, Samuel Lee Lee, Jin Joo Plummer, Luke C. Martinez, Marayna E. Das, Madhurima Breazeal, Cynthia Lynn 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) Kory Westlund, Jacqueline Marie Gordon, Goren Spaulding, Samuel Lee Lee, Jin Joo Plummer, Luke C. Martinez, Marayna E. Das, Madhurima Breazeal, Cynthia L. 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. National Science Foundation (U.S.) (Grant CCF–1138986) National Science Foundation (U.S.) (Graduate Research Fellowship Grant No 1122374) 2017-03-31T19:24:38Z 2017-03-31T19:24:38Z 2016-04 2016-03 Article http://purl.org/eprint/type/ConferencePaper 978-1-4673-8370-7 2167-2148 http://hdl.handle.net/1721.1/107803 Westlund, Jacqueline Kory et al. “Lessons from Teachers on Performing HRI Studies with Young Children in Schools.” IEEE, 2016. 383–390. https://orcid.org/0000-0002-0418-4674 https://orcid.org/0000-0003-1175-437X https://orcid.org/0000-0002-0587-2065 en_US http://dx.doi.org/10.1109/HRI.2016.7451776 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI) Creative Commons Attribution-Noncommercial-Share Alike http://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf Institute of Electrical and Electronics Engineers (IEEE) MIT web domain |
| spellingShingle | Kory Westlund, Jacqueline Marie Gordon, Goren Spaulding, Samuel Lee Lee, Jin Joo Plummer, Luke C. Martinez, Marayna E. Das, Madhurima Breazeal, Cynthia Lynn Lessons from teachers on performing HRI studies with young children in schools |
| title | Lessons from teachers on performing HRI studies with young children in schools |
| title_full | Lessons from teachers on performing HRI studies with young children in schools |
| title_fullStr | Lessons from teachers on performing HRI studies with young children in schools |
| title_full_unstemmed | Lessons from teachers on performing HRI studies with young children in schools |
| title_short | Lessons from teachers on performing HRI studies with young children in schools |
| title_sort | lessons from teachers on performing hri studies with young children in schools |
| url | http://hdl.handle.net/1721.1/107803 https://orcid.org/0000-0002-0418-4674 https://orcid.org/0000-0003-1175-437X https://orcid.org/0000-0002-0587-2065 |
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