A HeARTfelt Robot: Social Robot-Driven Deep Emotional Art Reflection with Children

Fuente: arXiv

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Bibliographic Details
Main Authors:	Pu, Isabella, Nguyen, Golda, Alsultan, Lama, Picard, Rosalind, Breazeal, Cynthia, Alghowinem, Sharifa
Format:	Preprint
Published:	2024
Subjects:	Robotics Human-Computer Interaction
Online Access:	Acceder al recurso
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_version_	1866916397140934656
author	Pu, Isabella Nguyen, Golda Alsultan, Lama Picard, Rosalind Breazeal, Cynthia Alghowinem, Sharifa
author_facet	Pu, Isabella Nguyen, Golda Alsultan, Lama Picard, Rosalind Breazeal, Cynthia Alghowinem, Sharifa
contents	Social-emotional learning (SEL) skills are essential for children to develop to provide a foundation for future relational and academic success. Using art as a medium for creation or as a topic to provoke conversation is a well-known method of SEL learning. Similarly, social robots have been used to teach SEL competencies like empathy, but the combination of art and social robotics has been minimally explored. In this paper, we present a novel child-robot interaction designed to foster empathy and promote SEL competencies via a conversation about art scaffolded by a social robot. Participants (N=11, age range: 7-11) conversed with a social robot about emotional and neutral art. Analysis of video and speech data demonstrated that this interaction design successfully engaged children in the practice of SEL skills, like emotion recognition and self-awareness, and greater rates of empathetic reasoning were observed when children engaged with the robot about emotional art. This study demonstrated that art-based reflection with a social robot, particularly on emotional art, can foster empathy in children, and interactions with a social robot help alleviate discomfort when sharing deep or vulnerable emotions.
format	Preprint
id	arxiv_https___arxiv_org_abs_2409_10710
institution	arXiv
publishDate	2024
record_format	arxiv
spellingShingle	A HeARTfelt Robot: Social Robot-Driven Deep Emotional Art Reflection with Children Pu, Isabella Nguyen, Golda Alsultan, Lama Picard, Rosalind Breazeal, Cynthia Alghowinem, Sharifa Robotics Human-Computer Interaction Social-emotional learning (SEL) skills are essential for children to develop to provide a foundation for future relational and academic success. Using art as a medium for creation or as a topic to provoke conversation is a well-known method of SEL learning. Similarly, social robots have been used to teach SEL competencies like empathy, but the combination of art and social robotics has been minimally explored. In this paper, we present a novel child-robot interaction designed to foster empathy and promote SEL competencies via a conversation about art scaffolded by a social robot. Participants (N=11, age range: 7-11) conversed with a social robot about emotional and neutral art. Analysis of video and speech data demonstrated that this interaction design successfully engaged children in the practice of SEL skills, like emotion recognition and self-awareness, and greater rates of empathetic reasoning were observed when children engaged with the robot about emotional art. This study demonstrated that art-based reflection with a social robot, particularly on emotional art, can foster empathy in children, and interactions with a social robot help alleviate discomfort when sharing deep or vulnerable emotions.
title	A HeARTfelt Robot: Social Robot-Driven Deep Emotional Art Reflection with Children
topic	Robotics Human-Computer Interaction
url	https://arxiv.org/abs/2409.10710