Relational AI : creating long-term interpersonal interaction, rapport, and relationships with social robots
Thesis: Ph. D., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2019
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| Format: | Thesis |
| Language: | eng |
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Massachusetts Institute of Technology
2020
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| Online Access: | https://hdl.handle.net/1721.1/123627 |
| _version_ | 1826198851232464896 |
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| author | Kory-Westlund, Jacqueline M.(Jacqueline Marie) |
| author2 | Cynthia Breazeal. |
| author_facet | Cynthia Breazeal. Kory-Westlund, Jacqueline M.(Jacqueline Marie) |
| author_sort | Kory-Westlund, Jacqueline M.(Jacqueline Marie) |
| collection | MIT |
| description | Thesis: Ph. D., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2019 |
| first_indexed | 2024-09-23T11:10:59Z |
| format | Thesis |
| id | mit-1721.1/123627 |
| institution | Massachusetts Institute of Technology |
| language | eng |
| last_indexed | 2024-09-23T11:10:59Z |
| publishDate | 2020 |
| publisher | Massachusetts Institute of Technology |
| record_format | dspace |
| spelling | mit-1721.1/1236272020-01-24T03:22:13Z Relational AI : creating long-term interpersonal interaction, rapport, and relationships with social robots Relational artificial intelligence Creating long-term interpersonal interaction, rapport, and relationships with social robots Kory-Westlund, Jacqueline M.(Jacqueline Marie) Cynthia Breazeal. Program in Media Arts and Sciences (Massachusetts Institute of Technology) Program in Media Arts and Sciences (Massachusetts Institute of Technology) Program in Media Arts and Sciences Thesis: Ph. D., Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2019 Cataloged from PDF version of thesis. Includes bibliographical references (pages 266-294). Children are now growing up with Al-enabled, socially interactive technology. As such, we need to deeply understand how children perceive, interact, and relate to this kind of technology, especially given the many ethical concerns that arise in the context of human-machine interactions, most of which are most contentious with children. To this end, I explore questions about young children's interactions and relationships with one such technology--social robots-during language learning activities. Language learning is a ripe area for exploring these questions because of the social, interactive, interpersonal nature of the activity. In addition, literacy, language, and interpersonal skills are some of the most important skills any child will learn, as they can greatly impact children's later educational and life success. Through a series of 9 empirical child-robot interaction studies with 347 children and using both teleoperated and autonomous robots, I establish the role of social robots as relational technology-that is, technology that can build long-term, social-emotional relationships with users. I hypothesize that a key aspect of why social robots can benefit children's learning is their social and relational nature. To that end, I demonstrate the capabilities of social robots as learning companions for young children that afford opportunities for social engagement and reciprocal interaction, particularly peer-to-peer mirroring. I discuss how we can understand children's conceptualizations of social robots as relational agents and measure children's relationships over time. I introduce the term relational AI to refer to autonomous relational technologies. I develop a computational relational Al system to examine how using relational Al in a social robot can impact child-robot learning interactions. Through testing the autonomous system in a longitudinal study with 49 children, I explore connections between children's relationship and rapport with the robot and their engagement and learning. I discuss the ethical use and design implications of relational AL. I show that relational AI is a new, powerful educational tool, unlike any other existing technology, that we can leverage to support children's early education and development. "Supported by a MIT Media Lab Learning Innovation Fellowship, and by the National Science Foundation (NSF) under Grants CCF-1 3 89 86, IIS-1122886, IIS-11228 4 5, IIS-112308 5 , IIS-1523118, and Graduate Research Fellowship Grant No. 1122374"--Page 6 by Jacqueline M. Kory-Westlund. Ph. D. Ph.D. Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences 2020-01-23T17:01:13Z 2020-01-23T17:01:13Z 2019 2019 Thesis https://hdl.handle.net/1721.1/123627 1136153298 eng MIT theses are protected by copyright. They may be viewed, downloaded, or printed from this source but further reproduction or distribution in any format is prohibited without written permission. http://dspace.mit.edu/handle/1721.1/7582 294 pages application/pdf Massachusetts Institute of Technology |
| spellingShingle | Program in Media Arts and Sciences Kory-Westlund, Jacqueline M.(Jacqueline Marie) Relational AI : creating long-term interpersonal interaction, rapport, and relationships with social robots |
| title | Relational AI : creating long-term interpersonal interaction, rapport, and relationships with social robots |
| title_full | Relational AI : creating long-term interpersonal interaction, rapport, and relationships with social robots |
| title_fullStr | Relational AI : creating long-term interpersonal interaction, rapport, and relationships with social robots |
| title_full_unstemmed | Relational AI : creating long-term interpersonal interaction, rapport, and relationships with social robots |
| title_short | Relational AI : creating long-term interpersonal interaction, rapport, and relationships with social robots |
| title_sort | relational ai creating long term interpersonal interaction rapport and relationships with social robots |
| topic | Program in Media Arts and Sciences |
| url | https://hdl.handle.net/1721.1/123627 |
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