Acceptance of socially assistive humanoid robot by preschool and elementary school teachers

Development of a metric to evaluate the ergonomic principles of assistive systems, based on the DIN 92419

The DIN 92419 defines six principles for assistive systems' ergonomic design. There is, however, a lack of measurement tools to evaluate assistive systems considering these principles. Consequently, this study developed a measurement tool for the quantitative evaluation of the fulfilment of each principle for assistive systems. A systematic literature review was performed to identify dimensions belonging to the principles, identify how previous research evaluated these dimensions, and develop a measurement tool for assistive systems. Findings show that scales commonly used for evaluating assistive systems disregard several aspects highlighted as relevant by research, implying the need for considering the DIN 92419 principles. Based on established scales and theoretical findings, a questionnaire, and a checklist for evaluating assistive systems were developed. The work provides a grounding for measuring relevant aspects of assistive systems. Further development is needed to substantiate the reliability and validity of the proposed questionnaire scales and items. Practitioner Summary: Responding to the gap of a holistic measurement tool to evaluate assistive systems, a systematic literature review was performed considering the DIN 92419 principles. This resulted in a comprehensive summary of relevant aspects of assistive systems that were made numerically measurable, which proposes better criteria to assess assistive systems. Abbreviations: IoT: internet of things; RQ: research question; TAM: technology acceptance model; UTAUT: unified theory of acceptance and use of technology; AaaS: adaptivity as a service; SAR: socially assistive robots; SEEV: salience, effort, expectancy, and value; PRISMA: preferred reporting items for systematic reviews and meta-analyses; HMI: human-machine interaction; HRI: human-robot interaction; BCI: brain-computer interface; QUEST: Quebec user evaluation of satisfaction with assistive technology; SUS: system usability scale; NASA-TLX: NASA task load index; ATD PA: assistive technology device predisposition assessment; Wheel Con: wheelchair use confidence scale; CATOM: caregiver assistive technology outcome measure; CBI: caregiver burden inventory; RoSAS: robotic social attributes scale; WheelCon: wheelchair use confidence scale; IMI: intrinsic motivation inventory; ATD PA: assistive technology device predisposition assessment; UEQ: User experience questionnaire; USEUQ: usefulness satisfaction and ease of use questionnaire; USPW: usability scale for power wheelchairs; UES: user engagement scale; SUTAQ: service user technology acceptability questionnaire; QUEAD: questionnaire for the evaluation of physical assistive devices; FATCAT: functional assessment tool for cognitive assistive technology; SE-HRI: human-robot interaction scale; SART: situation awareness rating technique; TSQ;WT: tele-healthcare satisfaction questionnaire-wearable technology; PAIF: participants' assessment of the intervention's feasibility; SWAT: subjective workload assessment technique; MARS-HA: measure of audiologic rehabilitation self-efficacy for hearing aids; IOI-HA: International outcome inventory for hearing aids; FMA: functional mobility assessment; FBIS: familiarity and behavioural intention survey; CSQ: client satisfaction questionnaire; COPM: canadian occupational performance measure; ATCS: assistive technology confidence scale; ACC: acceptance; SSP: safety, security and privacy; OPT: optimisation of resultant internal load; CTRL: controllability; ADAPT: adaptability; P&I: perceptibility and identifiability; AAL: ambient assisted living; VR: virtual reality; AS: assistive system; WEIRD: Western, educated, industrialised, rich, and democratic; HEART: horizontal european activities of rehabilitation technology; AAATE: advancement of assistive technology in Europe's; GATE: global collaboration on assistive technology; ATA-C: assistive technology assessment toolkit.

On the Role of Beliefs and Trust for the Intention to Use Service Robots: An Integrated Trustworthiness Beliefs Model for Robot Acceptance

With the increasing abilities of robots, the prediction of user decisions needs to go beyond the usability perspective, for example, by integrating distinctive beliefs and trust. In an online study (N = 400), first, the relationship between general trust in service robots and trust in a specific robot was investigated, supporting the role of general trust as a starting point for trust formation. On this basis, it was explored—both for general acceptance of service robots and acceptance of a specific robot—if technology acceptance models can be meaningfully complemented by specific beliefs from the theory of planned behavior (TPB) and trust literature to enhance understanding of robot adoption. First, models integrating all belief groups were fitted, providing essential variance predictions at both levels (general and specific) and a mediation of beliefs via trust to the intention to use. The omission of the performance expectancy and reliability belief was compensated for by more distinctive beliefs. In the final model (TB-RAM), effort expectancy and competence predicted trust at the general level. For a specific robot, competence and social influence predicted trust. Moreover, the effect of social influence on trust was moderated by the robot's application area (public > private), supporting situation-specific belief relevance in robot adoption. Taken together, in line with the TPB, these findings support a mediation cascade from beliefs via trust to the intention to use. Furthermore, an incorporation of distinctive instead of broad beliefs is promising for increasing the explanatory and practical value of acceptance modeling.

On the Technology Acceptance Behavior of Romanian Preschool Teachers

This study investigates how compatibility and perceived enjoyment affect the link between intention to use and actual technology use in Romanian preschool education, building on earlier studies.

METHODS

300 participants were invited to participate in this research from 15 Romanian counties. 182 preschool teachers' questionnaires were utilized for data analysis after the return and screening of responses. A valid and accurate scale evaluating preschool teachers' behavior towards technology adoption was included in the questionnaire, along with self-reported demographic data, professional identification, and other information. Data was analyzed using SPSS V.16.

RESULTS

(1) Intention to use, compatibility, perceived enjoyment, and actual use were positively associated. (2) The effect of compatibility and perceived enjoyment on the link between intention to use and actual technology use was carried out in the following way: Intention to use → Compatibility with technology → Perceived enjoyment → Actual use. We hypothesize that intention to use affects compatibility, compatibility affects perceived enjoyment, and, lastly, perceived enjoyment affects actual use. For a more robust validation of results, we have also modelled this relationship with the Radial Basis Function (RBF) neural network.

CONCLUSION

Compatibility and perceived enjoyment partially mediate the relationship between intention to use and actual technology use in class by Romanian preschool teachers. According to the theory of planned behavior, this study brought to light the intricacy of the relationship between preschool teachers' intention to utilize technology in the classroom and their actual usage of it. Limitations and implications are discussed.

Designing for culturally responsive social robots: An application of a participatory framework

Integrating cultural responsiveness into the educational setting is essential to the success of multilingual students. As social robots present the potential to support multilingual children, it is imperative that the design of social robot embodiments and interactions are culturally responsive. This paper summarizes the current literature on educational robots in culturally diverse settings. We argue the use of the Culturally Localized User Experience (CLUE) Framework is essential to ensure cultural responsiveness in HRI design. We present three case studies illustrating the CLUE framework as a social robot design approach. The results of these studies suggest co-design provides multicultural learners an accessible, nonverbal context through which to provide design requirements and preferences. Furthermore, we demonstrate the importance of key stakeholders (students, parents, and teachers) as essential to ensure a culturally responsive robot. Finally, we reflect on our own work with culturally and linguistically diverse learners and propose three guiding principles for successfully engaging diverse learners as valuable cultural informants to ensure the future success of educational robots.

Application and extension of the UTAUT2 model for determining behavioral intention factors in use of the artificial intelligence virtual assistants

Virtual Assistants, also known as conversational artificial intelligence, are transforming the reality around us. These virtual assistants have challenged our daily lives by assisting us in the different dimensions of our lives, such as health, entertainment, home, and education, among others. The main purpose of this study is to develop and empirically test a model to predict factors that affect users' behavioral intentions when they use intelligent virtual assistants. As a theoretical basis for investigating behavioral intention of using virtual assistants from the consumers' perspective, researchers employed the extended Unified Theory of Acceptance and Use of Technology (UTAUT2). For this research paper, seven variables were analyzed: performance expectancy, effort expectancy, facilitating conditions, social influence, hedonic motivation, habit, and price/value. In order to improve consumer behavior prediction, three additional factors were included in the study: perceived privacy risk, trust, and personal innovativeness. Researchers carried out an online survey with 304 responses. The obtained sample was analyzed with Structural Equation Modeling (SEM) through IBM SPSS V. 27.0 and AMOS V 27.0. The main study results reveal that factors, such as habit, trust, and personal innovation, have a significant impact on the adoption of virtual assistants. However, on the other side, performance expectancy, effort expectancy, facilitating conditions, social influence, hedonic motivation, price/value, and perceived privacy risk were not significant factors in the users' intention to adopt this service. This research paper examines the effect of personal innovation, security, and trust variables in relation to the use of virtual assistants. It contributes to a more holistic understanding of the adoption of these intelligent devices and tries to fill the knowledge gap on this topic, as it is an emerging technology. This investigation also provides relevant information on how to successfully implement these technologies.

Users' needs for a digital smoking cessation application and how to address them: A mixed-methods study

Background

Despite their increasing prevalence and potential, eHealth applications for behavior change suffer from a lack of adherence and from dropout. Advances in virtual coach technology provide new opportunities to improve this. However, these applications still do not always offer what people need. We, therefore, need a better understanding of people's needs and how to address these, based on both actual experiences of users and their reflections on envisioned scenarios.

Methods

We conducted a longitudinal study in which 671 smokers interacted with a virtual coach in five sessions. The virtual coach assigned them a new preparatory activity for quitting smoking or increasing physical activity in each session. Participants provided feedback on the activity in the next session. After the five sessions, participants were asked to describe barriers and motivators for doing their activities. In addition, they provided their views on videos of scenarios such as receiving motivational messages. To understand users' needs, we took a mixed-methods approach. This approach triangulated findings from qualitative data, quantitative data, and the literature.

Results

We identified 14 main themes that describe people's views of their current and future behaviors concerning an eHealth application. These themes relate to the behaviors themselves, the users, other parties involved in a behavior, and the environment. The most prevalent theme was the perceived usefulness of behaviors, especially whether they were informative, helpful, motivating, or encouraging. The timing and intensity of behaviors also mattered. With regards to the users, their perceived importance of and motivation to change, autonomy, and personal characteristics were major themes. Another important role was played by other parties that may be involved in a behavior, such as general practitioners or virtual coaches. Here, the themes of companionableness, accountability, and nature of the other party (i.e., human vs AI) were relevant. The last set of main themes was related to the environment in which a behavior is performed. Prevalent themes were the availability of sufficient time, the presence of prompts and triggers, support from one's social environment, and the diversity of other environmental factors. We provide recommendations for addressing each theme.

Conclusions

The integrated method of experience-based and envisioning-based needs acquisition with a triangulate analysis provided a comprehensive needs classification (empirically and theoretically grounded). We expect that our themes and recommendations for addressing them will be helpful for designing applications for health behavior change that meet people's needs. Designers should especially focus on the perceived usefulness of application components. To aid future work, we publish our dataset with user characteristics and 5,074 free-text responses from 671 people.

Politeness in Human–Robot Interaction: A Multi-Experiment Study with Non-Humanoid Robots

We studied politeness in human–robot interaction based on Lakoff’s politeness theory. In a series of eight studies, we manipulated three different levels of politeness of non-humanoid robots and evaluated their effects. A table-setting task was developed for two different types of robots (a robotic manipulator and a mobile robot). The studies included two different populations (old and young adults) and were conducted in two conditions (video and live). Results revealed that polite robot behavior positively affected users' perceptions of the interaction with the robots and that participants were able to differentiate between the designed politeness levels. Participants reported higher levels of enjoyment, satisfaction, and trust when they interacted with the politest behavior of the robot. A smaller number of young adults trusted the politest behavior of the robot compared to old adults. Enjoyment and trust of the interaction with the robot were higher when study participants were subjected to the live condition compared to video and participants were more satisfied when they interacted with a mobile robot compared to a manipulator.

Socially Assistive Robots as Storytellers That Elicit Empathy

Empathy is the ability to share someone else’s feelings or experiences; it influences how people interact and relate. Socially assistive robots (SAR) are a promising means of conveying and eliciting empathy toward facilitating human-robot interaction. This work examines factors that influence the amount of empathy elicited by a SAR storyteller and users’ perceptions of that robot. We conducted an empirical mixed-design study (N=46) using an autonomous SAR storyteller that told three stories, each with a different human or robot target of empathy. The robot storyteller used the first-person narrative voice (1PNV) with half of the participants and the third-person narrative voice (3PNV) with the other half. We found that the SAR storyteller elicited significantly more empathy when the story target of empathy matched the SAR narrator, i.e., was also a robot. Additionally, the 1PNV robot elicited significantly more empathy and was perceived as more human-like, easy to interact with, and trustworthy than the 3PNV robot. Finally, participants who empathized more with the robot displayed facial expressions consistent with the emotional story content. These insights inform the design of SAR storytellers capable of eliciting empathy toward creating compelling and effective human-robot interactions.

Decision-makers’ attitudes toward the use of care robots in welfare services

The purpose of this study was to investigate the attitudes of decision-makers toward the use of care robots in welfare services. We investigated their knowledge regarding the use of care robots in welfare services as well as their attitudes toward using robots in their own care and in the care of various user groups, for example, children, youths, and older people. We conducted an online survey with a range of Finnish decision-makers as respondents (N = 176). The respondents were divided into two groups: service actors (n = 104) and research and development (R&D) actors (n = 72). The respondents did not regard themselves as having much knowledge about robotics; however, the results showed that the R&D actors had more overall knowledge of the use of robots than the service actors. The R&D actors were found to be more willing to accept a robot as part of their own care as well as part of the care for various user groups. The contribution of this study is a better understanding of the views of the decision-makers who are or will be in charge of the acquisition of technological devices in welfare services.

Engaging English Language Learners as Cultural Informants in the Design of a Social Robot for Education

Background: There are 4.9 million English Language Learners (ELLs) in the United States. Only 2% of educators are trained to support these vulnerable students. Social robots show promise for language acquisition and may provide valuable support for students, especially as we return to needing smaller classes due to COVID-19. While cultural responsiveness increases gains for ELLs, little is known about the design of culturally responsive child–robot interactions. Method: Therefore, using a participatory design approach, we conducted an exploratory study with 24 Spanish-speaking ELLs at a Pacific Northwest elementary school. As cultural informants, students participated in a 15-min, robot-led, small group story discussion followed by a post-interaction feedback session. We then conducted reflexive critiques with six ELL teachers who reviewed the group interactions to provide further interpretation on design feature possibilities and potential interactions with the robot. Results: Students found the social robot engaging, but many were hesitant to converse with the robot. During post-interaction dialogue students articulated the specific ways in which the social robot appearance and behavior could be modified to help them feel more comfortable. Teachers postulated that the social robot could be designed to engage students in peer-to-peer conversations. Teachers also recognized the ELLs verbosity when discussing their experiences with the robot and suggested such interactions could stimulate responsiveness from students. Conclusion: Cultural responsiveness is a key component to successful education in ELLs. However, integrating appropriate, cultural responsiveness into robot interactions may require participants as cultural informants to ensure the robot behaviors and interactions are situated in that educational community. Utilizing a participatory approach to engage ELLs in design decisions for social robots is a promising way to gather culturally responsive requirements to inform successful child–robot interactions.

How to Increase the Customer Experience by the Usage of Remote Control Robot Concierge Solutions

The objective of this study was to understand how consumers react and respond to a service experience provided by the robot, Pepper. To form our predictions, we applied and tested an extended version of the technology acceptance model (TAM). For the method, pre-recorded gestures were used to attract people to interact with Pepper, and participants were asked to pose questions to the robot for 5 to 10 min. Then, we distributed a questionnaire to these participants to gather data on their impressions of the interaction. Based on a final sample of 180 respondents, we used structural equation modeling (SEM) to test our hypotheses. Our results showed the fundamental importance of Social Presence when it comes to the use of robots. Social presence had a direct positive effect on Usefulness, Trust, and Emotional Appeal, and significant indirect effects through all three paths on Intention to Use. Moreover, The Fear of Robots negatively impacted the Intention to Use. We also found that when people were in discussion with the robot, they completely forgot that a human concierge is controlling the robot from another place. This study provides important insights into how and why consumers react to a service-providing robot, which is an important stream of research as this technology becomes more feasibly implemented in the hospitality industry.

Can Robots Help Working Parents with Childcare? Optimizing Childcare Functions for Different Parenting Characteristics

Is it true that parents always prioritize educational effectiveness when selecting childcare services? The current study identified the potential requirements of dual-income parents toward social robots’ diverse childcare functions (e.g., socialization, education, entertainment, and consultation). The results revealed that parental attitudes toward robots were made more positive by all the childcare functions of robots except for their educational features. Furthermore, parents’ expectations of childcare functions varied based on their parenting characteristics. Spectral clustering analysis identified distinctive parenting styles (e.g., family-oriented, work-oriented, noninterventional, and dominant), and multigroup structural equation modeling suggested that the impact of robots’ socialization function was significant in all parent groups, while other childcare functions exerted limited influence according to specific parenting styles. In addition, children’s characteristics were found to alter parents’ preferences for each childcare function. These results offer practical implications for the early adoption of childcare robots through predetermining parents’ acceptability based on their specific parenting characteristics.

An Evaluation of Human Conversational Preferences in Social Human-Robot Interaction

To generate context-aware behaviors in robots, robots are required to have a careful evaluation of its encounters with humans. Unwrapping emotional hints in observable cues in an encounter will improve a robot's etiquettes in a social encounter. This article presents an extended human study conducted to examine how several factors in an encounter influence a person's preferences upon an interaction at a particular moment. We analyzed the nature of conversation preferred by a user considering the type of conversation a robot could have with its user, having the interaction initiated by the robot itself. We took an effort to explore how such preferences differ as the factors present in the surrounding alter. A social robot equipped with the capability to initiate a conversation is deployed to conduct the study by means of a wizard-of-oz (WoZ) experiment. During this study, conversational preferences of users could vary from “no interaction at all” to a “long conversation.” We changed three factors in an encounter which can be different from each other in each circumstance: the audience or outsiders in the environment, user's task, and the domestic area in which the interaction takes place. Conversational preferences of users within the abovementioned conditions were analyzed in a later stage, and critical observations are highlighted. Finally, implications that could be helpful in shaping future social human-robot encounters were derived from the analysis of the results.

Attitudes towards Social Robots in Education: Enthusiast, Practical, Troubled, Sceptic, and Mindfully Positive

While social robots bring new opportunities for education, they also come with moral challenges. Therefore, there is a need for moral guidelines for the responsible implementation of these robots. When developing such guidelines, it is important to include different stakeholder perspectives. Existing (qualitative) studies regarding these perspectives however mainly focus on single stakeholders. In this exploratory study, we examine and compare the attitudes of multiple stakeholders on the use of social robots in primary education, using a novel questionnaire that covers various aspects of moral issues mentioned in earlier studies. Furthermore, we also group the stakeholders based on similarities in attitudes and examine which socio-demographic characteristics influence these attitude types. Based on the results, we identify five distinct attitude profiles and show that the probability of belonging to a specific profile is affected by such characteristics as stakeholder type, age, education and income. Our results also indicate that social robots have the potential to be implemented in education in a morally responsible way that takes into account the attitudes of various stakeholders, although there are multiple moral issues that need to be addressed first. Finally, we present seven (practical) implications for a responsible application of social robots in education following from our results. These implications provide valuable insights into how social robots should be implemented.

A Systematic Review of Attitudes, Anxiety, Acceptance, and Trust Towards Social Robots

As social robots become more common, there is a need to understand how people perceive and interact with such technology. This systematic review seeks to estimate people’s attitudes toward, trust in, anxiety associated with, and acceptance of social robots; as well as factors that are associated with these beliefs. Ninety-seven studies were identified with a combined sample of over 13,000 participants and a standardized score was computed for each in order to represent the valence (positive, negative, or neutral) and magnitude (on a scale from 1 to − 1) of people’s beliefs about robots. Potential moderating factors such as the robots’ domain of application and design, the type of exposure to the robot, and the characteristics of potential users were also investigated. The findings suggest that people generally have positive attitudes towards social robots and are willing to interact with them. This finding may challenge some of the existing doubt surrounding the adoption of robotics in social domains of application but more research is needed to fully understand the factors that influence attitudes.

Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective

In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with. While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper, we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.

Expectation vs. Reality: Attitudes Towards a Socially Assistive Robot in Cardiac Rehabilitation

Currently, Social Assistive Robotics (SAR) is widely explored in different areas and scenarios. In cardiac rehabilitation, SAR has been recently implemented as a tool to improve the quality of the procedures and support patients to boost their performance. As cardiac rehabilitation comprises numerous sessions, such systems must guarantee to be effective in the long term. Therefore, to achieve this goal, it is important to understand how users, namely patients and clinicians who mostly know the needs and the therapy environment, perceive this technology. In this context, this paper presents the assessment of the attitudes towards a social robot in order to evaluate the expectation of potential new users, and perception of users who interacted with the social robot during a period of 18 weeks performing cardiac rehabilitation. A total of 43 participants (28 patients and 15 clinicians) were included in the study, and acceptance and perception factors were evaluated through a modified UTAUT questionnaire model and open discussion sessions. Results show that 75% of patients have positive thoughts regarding the usefulness, utility, safety, and trust perceived of a social robot, and 80% of clinicians consider that the robot is a useful tool for cardiac rehabilitation. Similarly, a more positive perception was noticed after the users interacted with the robot. Furthermore, this perception study allows the enhancement of the social model of interaction in the future, aiming to provide a more natural interaction trough personalized features, increasing social abilities and engagement of the users during the therapy.

Educators' Views on Using Humanoid Robots With Autistic Learners in Special Education Settings in England

Researchers, industry, and practitioners are increasingly interested in the potential of social robots in education for learners on the autism spectrum. In this study, we conducted semi-structured interviews and focus groups with educators in England to gain their perspectives on the potential use of humanoid robots with autistic pupils, eliciting ideas, and specific examples of potential use. Understanding educator views is essential, because they are key decision-makers for the adoption of robots and would directly facilitate future use with pupils. Educators were provided with several example images (e.g., NAO, KASPAR, Milo), but did not directly interact with robots or receive information on current technical capabilities. The goal was for educators to respond to the general concept of humanoid robots as an educational tool, rather than to focus on the existing uses or behaviour of a particular robot. Thirty-one autism education staff participated, representing a range of special education settings and age groups as well as multiple professional roles (e.g., teachers, teaching assistants, speech, and language therapists). Thematic analysis of the interview transcripts identified four themes: Engagingness of robots, Predictability and consistency, Roles of robots in autism education, and Need for children to interact with people, not robots. Although almost all interviewees were receptive toward using humanoid robots in the classroom, they were not uncritically approving. Rather, they perceived future robot use as likely posing a series of complex cost-benefit trade-offs over time. For example, they felt that a highly motivating, predictable social robot might increase children's readiness to learn in the classroom, but it could also prevent children from engaging fully with other people or activities. Educator views also assumed that skills learned with a robot would generalise, and that robots' predictability is beneficial for autistic children—claims that need further supporting evidence. These interview results offer many points of guidance to the HRI research community about how humanoid robots could meet the specific needs of autistic learners, as well as identifying issues that will need to be resolved for robots to be both acceptable and successfully deployed in special education contexts.

Are Future Psychologists Willing to Accept and Use a Humanoid Robot in Their Practice? Italian and English Students' Perspective

Despite general scepticism from care professionals, social robotics research is providing evidence of successful application in education and rehabilitation in clinical psychology practice. In this article, we investigate the cultural influences of English and Italian psychology students in the perception of usefulness and intention to use a robot as an instrument for future clinical practice and, secondly, the modality of presentation of the robot by comparing oral vs. video presentation. To this end, we surveyed 158 Italian and British-English psychology students after an interactive demonstration using a humanoid robot to evaluate the social robot's acceptance and use. The Italians were positive, while the English were negative toward the perceived usefulness and intention to use the robot in psychological practice in the near future. However, most English and Italian respondents felt they did not have the necessary abilities to make good use of the robot. We concluded that it is necessary to provide psychology students with further knowledge and practical skills regarding social robotics, which could facilitate the adoption and use of this technology in clinical settings.

Acceptability of Robots to Assist the Elderly by Future Designers: A Case of Guangdong Ocean University Industrial Design Students

The development of robot technology provides many possibilities for the life support of the elderly. This study explored the acceptability of robots to assist the elderly from the perspective of future designers. A quantitative questionnaire (58 copies) and a qualitative one-to-one interview (10 people) were conducted to explore the attitude of future designers towards the use of robots to assist the elderly. One-sample Wilcoxon signed-rank test statistic was used to analyze the data of the questionnaire. The results show that the mean and median of 11 of the 12 dimensions of the acceptability questionnaire are greater than 3 (3 represents uncertain and neutral attitude), and 10 have statistical significance (p < 0.05). Also, the interview results show the positive attitude of future designers. The research shows that future designers hold a positive and open attitude towards the use of robots to assist the elderly. The research findings can help people understand the attitude of future designers and provide some reference for subsequent robot design and development.

ARTIE: An Integrated Environment for the Development of Affective Robot Tutors

Over the last decade robotics has attracted a great deal of interest from teachers and researchers as a valuable educational tool from preschool to highschool levels. The implementation of social-support behaviors in robot tutors, in particular in the emotional dimension, can make a significant contribution to learning efficiency. With the aim of contributing to the rising field of affective robot tutors we have developed ARTIE (Affective Robot Tutor Integrated Environment). We offer an architectural pattern which integrates any given educational software for primary school children with a component whose function is to identify the emotional state of the students who are interacting with the software, and with the driver of a robot tutor which provides personalized emotional pedagogical support to the students. In order to support the development of affective robot tutors according to the proposed architecture, we also provide a methodology which incorporates a technique for eliciting pedagogical knowledge from teachers, and a generic development platform. This platform contains a component for identiying emotional states by analysing keyboard and mouse interaction data, and a generic affective pedagogical support component which specifies the affective educational interventions (including facial expressions, body language, tone of voice,…) in terms of BML (a Behavior Model Language for virtual agent specification) files which are translated into actions of a robot tutor. The platform and the methodology are both adapted to primary school students. Finally, we illustrate the use of this platform to build a prototype implementation of the architecture, in which the educational software is instantiated with Scratch and the robot tutor with NAO. We also report on a user experiment we carried out to orient the development of the platform and of the prototype. We conclude from our work that, in the case of primary school students, it is possible to identify, without using intrusive and expensive identification methods, the emotions which most affect the character of educational interventions. Our work also demonstrates the feasibility of a general-purpose architecture of decoupled components, in which a wide range of educational software and robot tutors can be integrated and then used according to different educational criteria.

Mapping Robots to Therapy and Educational Objectives for Children with Autism Spectrum Disorder

The aim of this study was to increase knowledge on therapy and educational objectives professionals work on with children with autism spectrum disorder (ASD) and to identify corresponding state of the art robots. Focus group sessions (n = 9) with ASD professionals (n = 53) from nine organisations were carried out to create an objectives overview, followed by a systematic literature study to identify state of the art robots matching these objectives. Professionals identified many ASD objectives (n = 74) in 9 different domains. State of the art robots addressed 24 of these objectives in 8 domains. Robots can potentially be applied to a large scope of objectives for children with ASD. This objectives overview functions as a base to guide development of robot interventions for these children.

Service innovation through social robot engagement to improve dementia care quality

Assistive technologies, such as robots, have proven to be useful in a social context and to improve the quality of life for people with dementia (PwD). This study aims to show how the engagement between two social robots and PwD in Australian residential care facilities can improve care quality. An observational method is adopted in the research methodology to discover behavioural patterns during interactions between the robots and PwD. This observational study has undertaken to explore the improvement arising from: (1) approaching social baby-face robots (AR), (2) experiencing pleasure engaging with the robots (P), (3) interacting with the robots (IR), and (4) interacting with others (IO). The findings show that social robots can improve diversion therapy service value to PwD through sensory enrichment, positive social engagement, and entertainment. More than 11,635 behavioral reactions, such as facial expressions and gestures, from 139 PwD over 5 years were coded, in order to identify the engagement effectiveness between PwD and two social robots named Sophie and Jack. The results suggest that these innovative social robots can improve the quality of care for people suffering from dementia.