青少年眼中的社交机器人如何助力群体互动。
Ice-Breakers, Turn-Takers and Fun-Makers: Exploring Robots for Groups with Teenagers
- 通过焦点小组与实机体验，让16名青少年共同设计机器人在群体中的角色。
- 机器人在破冰、轮流发言和制造趣味方面的作用随情境需求动态变化。
- 适合关注青少年社交发展与人机协同的教育科技研究者参考。
在公共和个人场景中，成功的群体互动对青少年尤为重要，因其与自我认同和自尊密切相关。尽管社交机器人有潜力积极影响群体互动，但仅凭人类互动文献设计行为仍难实现预期效果。本文采用以用户为中心的方法，探索青少年对社交机器人‘群体助手’的构想。我们邀请16名青少年参与焦点小组、访谈及机器人测试，在为期两周的夏令营中，共同设计机器人的行动空间，并累计体验或操控机器人超过10小时。这一过程深化了他们对机器人作为群体助手的理解。研究结果表明，各组对机器人需求存在差异，体现在根据情境需要更频繁（或较少）使用机器人进行破冰、轮替发言和制造趣味。
原文摘要 · Abstract (English)
Successful, enjoyable group interactions are important in public and personal contexts, especially for teenagers whose peer groups are important for self-identity and self-esteem. Social robots seemingly have the potential to positively shape group interactions, but it seems difficult to effect such impact by designing robot behaviors solely based on related (human interaction) literature. In this article, we take a user-centered approach to explore how teenagers envisage a social robot "group assistant". We engaged 16 teenagers in focus groups, interviews, and robot testing to capture their views and reflections about robots for groups. Over the course of a two-week summer school, participants co-designed the action space for such a robot and experienced working with/wizarding it for 10+ hours. This experience further altered and deepened their insights into using robots as group assistants. We report results regarding teenagers' views on the applicability and use of a robot group assistant, how these expectations evolved throughout the study, and their repeat interactions with the robot. Our results indicate that each group moves on a spectrum of need for the robot, reflected in use of the robot more (or less) for ice-breaking, turn-taking, and fun-making as the situation demanded.
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