Interacting with an embodied emotional character
DPPI '03 Proceedings of the 2003 international conference on Designing pleasurable products and interfaces
Establishing and maintaining long-term human-computer relationships
ACM Transactions on Computer-Human Interaction (TOCHI)
Evaluating a realistic agent in an advice-giving task
International Journal of Human-Computer Studies
We learn better together: enhancing eLearning with emotional characters
CSCL '05 Proceedings of th 2005 conference on Computer support for collaborative learning: learning 2005: the next 10 years!
Gender-Specific Approaches to Developing Emotionally Intelligent Learning Companions
IEEE Intelligent Systems
Teachable robots: Understanding human teaching behavior to build more effective robot learners
Artificial Intelligence
Psychological responses to simulated displays of mismatched emotional expressions
Interacting with Computers
Affective interaction: How emotional agents affect users
International Journal of Human-Computer Studies
EMA: A process model of appraisal dynamics
Cognitive Systems Research
Personalizing robot tutors to individuals' learning differences
Proceedings of the 2014 ACM/IEEE international conference on Human-robot interaction
| Hi-index | 0.00 |
Does the emotional content of a robot's speech affect how people teach it? In this experiment, participants were asked to demonstrate several "dances" for a robot to learn. Participants moved their bodies in response to instructions displayed on a screen behind the robot. Meanwhile, the robot faced the participant and appeared to emulate the participant's movements. After each demonstration, the robot received an accuracy score and the participant chose whether or not to demonstrate that dance again. Regardless of the participant's input, however, the robot's dancing and the scores it received were arranged in advance and constant across all participants. The only variation between groups in this study was what the robot said in response to its scores. Participants saw one of three conditions: appropriate emotional responses, often-inappropriate emotional responses, or apathetic responses. Participants that taught the robot with appropriate emotional responses demonstrated the dances, on average, significantly more frequently and significantly more accurately than participants in the other two conditions.