Interactive Robots as Social Partners and Peer Tutors for Children: A Field Trial

By Takayuki Kanda, Takayuki Hirano, Daniel Eaton, Hiroshi Ishiguro. Hum. Comput. Interact., 2004

1,099 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/73f8d428fa37bc677d6e08e270336e066432c8c9

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Citations in the corpus

(S)he's Got the Look: Gender Stereotyping of Robots1 (2012, background): “For example, this concerns the systematic study of applications of specific types of robots (Hinds et al., 2004; Kanda et al., 2004; Lohse, Hegel, & Wrede, 2008; Pineau et al., 2003).”
Comparative Study on the Educational Use of Home Robots for Children (2008, unknown): “To identify the effects of a robot in English language learning, Kanda et al (2004) placed a robot in the first grade and sixth grade classrooms of an elementary school for two weeks, and compared the frequency of students' interaction with the English test score, Fig.”
The influence of people’s culture and prior experiences with Aibo on their attitude towards robots (2006, background): “Kanda et al. (2004) tested a child-size interactive humanoid robot (Robovie) at an elementary schools for several weeks.”
Emotion recognition using a hierarchical binary decision tree approach (2011, background): “For example, there are increasing numbers of interactive educational systems commercially available and under development [3, 4].”
Robotics and Autonomous Systems (2014, unknown): “Furthermore, interactive humanoid robotswith tactile sensing capabilities illustrate the possibility of using robots to improve daily life, from Robovie [215] working as a tutor in classrooms, to Robonaut 2 [9] collaborating side-by-side with humans as a ‘‘team member’’ in the International Space St”
Robot navigation in dense human crowds: Statistical models and experimental studies of human–robot cooperation (2015, background): “…Montemerlo et al., 2002), to robots that perform household chores (Kruse et al., 2010), to field trials for interacting robots as social partners (Kanda et al., 2004; Saiki et al., 2012), to decorum for robot hosts (Sidner and Lee, 2003), and even to protocols for social robot design (Glas et…”
An affective guide robot in a shopping mall (2009, background): “Previous studies have revealed that social robots can be used as museum guides [5, 6], as receptionist for assisting visitors [26], as peer-tutors in schools [7], in the context of mental-care for elderly people [8], in autism therapy [9, 10], and child-care [11].”
Effects of nonverbal communication on efficiency and robustness in human-robot teamwork (2005, unknown): “However, our task is structured sufficiently (in contrast to more freeform interaction studies as in [8]) to be able to compare task performance across subjects for different conditions.”
How may I serve you?: a robot companion approaching a seated person in a helping context (2006, background): “They must survive and carry out tasks in a disordered and unpredictable environment, safely and effectively.”
The advisor robot: tracing people's mental model from a robot's physical attributes (2006, methodology): “In Japan, when the robot Robovie was used as an English tutor in a school, it was given a child's voice [18].”
Social Robots for Long-Term Interaction: A Survey (2013, methodology): “In 2004, Kanda et al. [34] performed a ﬁeld trial evaluation for two weeks (9 school days) with elementary school Japanese students and two English-speaking interactive humanoid robots behaving as peer English tutors.”
Social Robots for Language Learning: A Review (2018, background): “, 2016), or learning gains that held only for a subgroup of the children (Kanda et al., 2004).”
The Robot Who Tried Too Hard: Social Behaviour of a Robot Tutor Can Negatively Affect Child Learning (2015, methodology): “It may be that in the long-term, as the novelty of the social behaviour wears off, the social robot would then elicit better learning, as indicated by [7].”