物理机器人比语音助手更被残障学生认可，提升支持感知与互动体验。
Social Robotics for Disabled Students: An Empirical Investigation of Embodiment, Roles and Interaction
- 对比物理机器人与语音代理在信息引导和情感倾诉角色中的表现
- 物理机器人显著提升理解感与社交亲密度，降低情感负担
- 研究为残障学生支持系统设计提供实证依据，适合教育科技与无障碍领域
高等教育中的制度与社会障碍常阻碍残障学生获取有效支持，表现为流程冗长、信息不足及高社交情感压力。本研究通过实证方法，考察残障学生对机器人支持的感知，比较两种交互角色（信息引导型与情感倾诉型）和两种具身形式（实体机器人与无体语音代理）。参与者从五个维度评估：感知理解度、社交能量消耗、信息可及性与清晰度、任务难度、数据隐私担忧。结果表明，实体机器人在感知理解度上显著优于语音代理，具身性显著影响对社交性、拟人感与隐私的感知。研究还分析了不同残疾类型间的差异。这些发现揭示了社交机器人在缓解教育可及性障碍方面的潜力，同时指出伦理、社会与技术挑战。
原文摘要 · Abstract (English)
Institutional and social barriers in higher education often prevent students with disabilities from effectively accessing support, including lengthy procedures, insufficient information, and high social-emotional demands. This study empirically explores how disabled students perceive robot-based support, comparing two interaction roles, one information based (signposting) and one disclosure based (sounding board), and two embodiment types (physical robot/disembodied voice agent). Participants assessed these systems across five dimensions: perceived understanding, social energy demands, information access/clarity, task difficulty, and data privacy concerns. The main findings of the study reveal that the physical robot was perceived as more understanding than the voice-only agent, with embodiment significantly shaping perceptions of sociability, animacy, and privacy. We also analyse differences between disability types. These results provide critical insights into the potential of social robots to mitigate accessibility barriers in higher education, while highlighting ethical, social and technical challenges.
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