Dyadic gaze patterns during child-robot collaborative gameplay in a tutoring interaction

Eunice Mwangi; Emilia I. Barakova; Marta Díaz; Andreu Català Mallofre; Matthias Rauterberg

doi:10.1109/ROMAN.2018.8525799

Dyadic gaze patterns during child-robot collaborative gameplay in a tutoring interaction

Eunice Mwangi, Emilia I. Barakova, Marta Díaz, Andreu Català Mallofre, Matthias Rauterberg

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

13 Citations (Scopus)

Abstract

This study examines patterns of coordinated gaze between a child and a robot (NAO) during a card matching game, 'Memory'. Dyadic gaze behavior like mutual gaze, gaze following and joint attention are indications both of child's engagement with the robot and of the quality of child-robot interaction. Eighteen children interacted with a robot tutor in two settings. In the first setting, the robot tutor gave clues to assist children in finding the matching cards, and in the other setting, the robot tutor only looked at the participants during the play. We investigated the coordination between child and robots' gaze behaviors. We found that more occurrences of mutual gaze and gaze following made the children aware of the gaze hints given by the robot and improved the efficacy of the robot tutor as a helping agent. This study, therefore, provides guidelines for gaze behaviors design to enrich child-robot interaction in a tutoring context.

Original language	English
Title of host publication	RO-MAN 2018 - 27th IEEE International Symposium on Robot and Human Interactive Communication
Publisher	Institute of Electrical and Electronics Engineers
Pages	856-861
Number of pages	6
ISBN (Electronic)	9781538679807
DOIs	https://doi.org/10.1109/ROMAN.2018.8525799
Publication status	Published - 6 Nov 2018
Event	27th IEEE International Symposium on Robot and Human Interactive Communication, RO-MAN 2018 - Jiangsu international conference center, Nanjing, China Duration: 27 Aug 2018 → 31 Aug 2018 http://ro-man2018.org/

Conference

Conference	27th IEEE International Symposium on Robot and Human Interactive Communication, RO-MAN 2018
Abbreviated title	IEEE RO-MAN 2018
Country/Territory	China
City	Nanjing
Period	27/08/18 → 31/08/18
Internet address	http://ro-man2018.org/

Funding

This work was supported in part by the Erasmus Mundus Joint Doctorate in Interactive and Cognitive Environments, which is funded by the EACEA Agency of the European Commission under EMJD ICE FPA no 2010-0012. We thank Kyra Fredrick’s, for her support during the experiment, and all the children who participated, the teachers and all the parents/guardians who made this study possible.

Keywords

Child-robot interaction
Dyadic interaction
Gaze following
Joint attention
Mutual gaze
Observational analyses
Social cognition
Theory of mind

Access to Document

10.1109/ROMAN.2018.8525799

Cite this

Mwangi, E., Barakova, E. I., Díaz, M., Mallofre, A. C., & Rauterberg, M. (2018). Dyadic gaze patterns during child-robot collaborative gameplay in a tutoring interaction. In RO-MAN 2018 - 27th IEEE International Symposium on Robot and Human Interactive Communication (pp. 856-861). Article 8525799 Institute of Electrical and Electronics Engineers. https://doi.org/10.1109/ROMAN.2018.8525799

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title = "Dyadic gaze patterns during child-robot collaborative gameplay in a tutoring interaction",

abstract = "This study examines patterns of coordinated gaze between a child and a robot (NAO) during a card matching game, 'Memory'. Dyadic gaze behavior like mutual gaze, gaze following and joint attention are indications both of child's engagement with the robot and of the quality of child-robot interaction. Eighteen children interacted with a robot tutor in two settings. In the first setting, the robot tutor gave clues to assist children in finding the matching cards, and in the other setting, the robot tutor only looked at the participants during the play. We investigated the coordination between child and robots' gaze behaviors. We found that more occurrences of mutual gaze and gaze following made the children aware of the gaze hints given by the robot and improved the efficacy of the robot tutor as a helping agent. This study, therefore, provides guidelines for gaze behaviors design to enrich child-robot interaction in a tutoring context.",

keywords = "Child-robot interaction, Dyadic interaction, Gaze following, Joint attention, Mutual gaze, Observational analyses, Social cognition, Theory of mind",

author = "Eunice Mwangi and Barakova, {Emilia I.} and Marta D{\'i}az and Mallofre, {Andreu Catal{\`a}} and Matthias Rauterberg",

year = "2018",

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doi = "10.1109/ROMAN.2018.8525799",

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Mwangi, E, Barakova, EI, Díaz, M, Mallofre, AC & Rauterberg, M 2018, Dyadic gaze patterns during child-robot collaborative gameplay in a tutoring interaction. in RO-MAN 2018 - 27th IEEE International Symposium on Robot and Human Interactive Communication., 8525799, Institute of Electrical and Electronics Engineers, pp. 856-861, 27th IEEE International Symposium on Robot and Human Interactive Communication, RO-MAN 2018, Nanjing, China, 27/08/18. https://doi.org/10.1109/ROMAN.2018.8525799

Dyadic gaze patterns during child-robot collaborative gameplay in a tutoring interaction. / Mwangi, Eunice; Barakova, Emilia I.; Díaz, Marta et al.
RO-MAN 2018 - 27th IEEE International Symposium on Robot and Human Interactive Communication. Institute of Electrical and Electronics Engineers, 2018. p. 856-861 8525799.

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review

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AU - Mwangi, Eunice

AU - Barakova, Emilia I.

AU - Díaz, Marta

AU - Mallofre, Andreu Català

AU - Rauterberg, Matthias

PY - 2018/11/6

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N2 - This study examines patterns of coordinated gaze between a child and a robot (NAO) during a card matching game, 'Memory'. Dyadic gaze behavior like mutual gaze, gaze following and joint attention are indications both of child's engagement with the robot and of the quality of child-robot interaction. Eighteen children interacted with a robot tutor in two settings. In the first setting, the robot tutor gave clues to assist children in finding the matching cards, and in the other setting, the robot tutor only looked at the participants during the play. We investigated the coordination between child and robots' gaze behaviors. We found that more occurrences of mutual gaze and gaze following made the children aware of the gaze hints given by the robot and improved the efficacy of the robot tutor as a helping agent. This study, therefore, provides guidelines for gaze behaviors design to enrich child-robot interaction in a tutoring context.

AB - This study examines patterns of coordinated gaze between a child and a robot (NAO) during a card matching game, 'Memory'. Dyadic gaze behavior like mutual gaze, gaze following and joint attention are indications both of child's engagement with the robot and of the quality of child-robot interaction. Eighteen children interacted with a robot tutor in two settings. In the first setting, the robot tutor gave clues to assist children in finding the matching cards, and in the other setting, the robot tutor only looked at the participants during the play. We investigated the coordination between child and robots' gaze behaviors. We found that more occurrences of mutual gaze and gaze following made the children aware of the gaze hints given by the robot and improved the efficacy of the robot tutor as a helping agent. This study, therefore, provides guidelines for gaze behaviors design to enrich child-robot interaction in a tutoring context.

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KW - Joint attention

KW - Mutual gaze

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ER -

Dyadic gaze patterns during child-robot collaborative gameplay in a tutoring interaction

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