Periodic Reporting for period 3 - CHILDROBOT (Children and social robots: An integrative framework)
Berichtszeitraum: 2020-01-01 bis 2021-06-30
As research on child-robot interaction (CRI) is still a fragmented field, the main aim of the project is to develop an integrative framework of CRI. This framework synthesizes theories and concepts from communication research, human-robot-interaction, as well as developmental and social psychology in a new way. It focuses (1) on the antecedents of children’s acceptance of social robots; (2) the consequences of CRI for children’s learning of social skills from social robots and their relationship formation with them; and (3) the processes that explain why such effects emerge.
The project combines survey and experimental research, thereby bringing an unprecedented, but much needed multi-methodological approach to the field of CRI. Focusing on 8-9 year-old children, the project will also provide two crucial methodological innovations: (a) the creation an inventory of standardized measures for CRI and (b) new procedures and research designs to study long-term CRI. In its pioneering focus on a disruptive new technology, its theoretically unifying character, and its original methodological contributions, the project will not only help define the field of CRI, but will also present a new agenda for it.
In our theoretical work, we systematized and evaluated the research on children and their relationship formation with social robots in terms of trust and closeness with a robot. Moreover, we organized and assessed the literature on children’s acceptance of robots. Our work showed that research on social robots and children tends to produce scattered and often incommensurable results – which once more corroborates the need for an integrative framework that the project aims to achieve. We also dealt with the theoretical foundations for work on children and social robots within communication research, the project’s home discipline. We not only demonstrated how important and timely it is to deal with social robots from a communication perspective, but also how robotic technology underlies important developments in children’s life worlds.
In our methodological work, we showed that valid and reliable self-report measures for children’s interactions with social robots can be advanced. As our theoretical work has demonstrated, valid, reliable, and standardized measurement still presents a challenge in research on children and social robots, which hampers cumulative insights and progress. With the measures we validated, it should be possible for the research community not only to improve measurement in surveys or research that requires self-reported measures, but also to make a step toward more standardized measures and thus more comparable findings.
With the data currently collected, we expect to understand better how acceptance of robots develops over time and how it is shaped both by the child’s experiences with the robot as well as by the child’s personality and environment. Moreover, we anticipate that we can better explain under which circumstances a social robot stimulates children’s pro-social behavior. Finally, preliminary evidence from our pre-tests suggests that we can get a more nuanced understanding about which communicative features shape children’s relationship formation with a social robot as well as its underlying psychological processes.