The effect of a semi-autonomous robot on children

M. de Haas, A. Mois Aroyo, E.I. Barakova, W.F.G. Haselager, I. Smeekens

    Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademicpeer-review

    8 Citations (Scopus)


    This research focuses on designing the behavior of an
    semi-autonomous robot that supports the researcher while still
    being in control of the interaction. We present a study on
    behavioral intervention design in which elements of Pivotal
    Response Treatment elements are embedded into a game played
    by a robot and a child. The introduction of more autonomy in
    robot behavior and interaction increases the time that a
    researcher can focus on the child. In order to understand
    whether children perceive an autonomous robot differently than
    a remotely controlled robot, we examined the preferences of
    children. Using a within-subject design, fourteen typically
    developed children played with a robot that performed behavior
    either autonomously or through remote control. The results show
    that both robots were evaluated as equally engaging for the
    children. Thus, autonomous robots allow the operator to focus
    less on remotely controlling the robot and more on the
    Original languageEnglish
    Title of host publication2016 IEEE 8th International Conference on Intelligent Systems (IS), 4-6 September 2016, Sofia, Bulgaria
    Place of PublicationPiscataway
    PublisherInstitute of Electrical and Electronics Engineers
    Publication statusPublished - 2016


    • Social robots.
    • child-robot interaction,
    • educational robots
    • autonomous robots


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