The DOI matches its Crossref record; 25 of the 26 references it cites were found in a registry or an index.
Can Children Catch Curiosity from a Social Robot?
Open accessAbstract
Curiosity is key to learning, yet school children show wide variability in their eagerness to acquire information. Recent research suggests that other people have a strong influence on children's exploratory behavior. Would a curious robot elicit children's exploration and the desire to find out new things? In order to answer this question we designed a novel experimental paradigm in which a child plays an education tablet app with an autonomous social robot, which is portrayed as a younger peer. We manipulated the robot's behavior to be either curiosity-driven or not and measured the child's curiosity after the interaction. We show that some of the child's curiosity measures are significantly higher after interacting with a curious robot, compared to a non-curious one, while others do not. These results suggest that interacting with an autonomous social curious robot can selectively guide and promote children's curiosity.
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In the citing paper
“Previously, social robots have been shown to promote curiosity and engagement in children (Gordon et al., 2015; Park et al., 2017), and it would be valuable to explore such functionality with older adults.”
From Personal Narratives in Technology Design: The Value of Sharing Older Adults’ Stories in the Design of Social Robots (2021) · cites this paper as Gordon et al., 2015
In the citing paper
“This strategy is inspired from studies such as [16] where authors show that children do not engage in curiositydriven behaviors mainly because they fail to see the uncertainties they have about their own knowledge.”
From GPT-3-Driven Pedagogical Agents to Train Children’s Curious Question-Asking Skills (2024) · cites this paper as [16]
In the citing paper
“we choose to maintain the linguistic help (i.e. the questioning word that can be used to start the question) for our three conditions as question-generation tasks can be quite difficult for children, as shown in [16].”
From GPT-3-Driven Pedagogical Agents to Train Children’s Curious Question-Asking Skills (2024) · cites this paper as [16]
Citations
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Self-citation
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Cited by
Sorted by citations
Social Robots for Language Learning: A Review
van den Berghe, R., Verhagen, J., Oudgenoeg‐Paz, O., van der Ven, S. H. G., & Leseman, P. P. M. (2018) · Review of Educational Research · doi:10.3102/0034654318821286 · Cited by 418
“The available studies, albeit few in number, suggest that a robot can successfully assist in teaching reading skills (Gordon et al., 2015; Hong et al., 2016; Hsiao et al., 2015; Hyun et al., 2008), grammar learning (Herberg et al., 2015; Kennedy et al., 2016), and sign language (uluer et al.,…”
BackgroundLin, H., & Chen, Q. (2024) · BMC Psychology · doi:10.1186/s40359-024-01979-0 · Cited by 472
“Emerging research indicates how AI can enhance skills commonly associated with creativity, such as curiosity [9], perseverance, and attentiveness [10].”
BackgroundResultPopBots: Designing an Artificial Intelligence Curriculum for Early Childhood Education
Williams, R., Park, H. W., Oh, L., & Breazeal, C. (2019) · Proceedings of the AAAI Conference on Artificial Intelligence · doi:10.1609/aaai.v33i01.33019729 · Cited by 269
“KIBO (Sullivan, Elkin, and Bers 2015; Elkin, Sullivan, and Bers 2016; Bers 2017), ScratchJr (Flan-nery et al. 2013; Leidl, Bers, and Mihm 2017) and SoRo (Social Robot Toolkit) (Gordon, Breazeal, and Engel 2015) help young children develop computational thinking skills with creative, open-ended activities.”
BackgroundSelf-citationChen, H., Park, H. W., & Breazeal, C. (2020) · Computers & Education · doi:10.1016/j.compedu.2020.103836 · Cited by 291
Self-citationEmbodiment in Socially Interactive Robots
Deng, E., Mutlu, B., & Matarić, M. J. (2019) · Foundations and Trends in Robotics · doi:10.1561/2300000056 · Cited by 261
“, 2011), education (Saerbeck et al., 2010; Greczek et al., 2014; Clabaugh et al., 2015; Takeuchi et al., 2006; Kanda et al., 2004; Gordon et al., 2015), and entertainment(Kidd and Breazeal, 2004; Shinozaki et al.”
Background
Metadata
- Authors
- Gordon, G., Breazeal, C., & Engel, S.
- Affiliations
- MIT Media Lab (US)
- Williams College (US)
- Venue
- Proceedings of the Tenth Annual ACM/IEEE International Conference on Human-Robot Interaction
- Publisher
- ACM
- Published
- 2015-03-02
- Pages
- 91-98
- OpenAlex
- W1994475294
- Cited by
- 193
- References
- 26
- Citations by year
- 2026: 11 · 2025: 18 · 2024: 20 · 2023: 17 · 2022: 22 · 2021: 23 · 2020: 25 · 2019: 20 · 2018: 10 · 2017: 13 · 2016: 9 · 2015: 5
- FWCI
- 21.69
- Type
- conference paper
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- Locations
- ACM/IEEE International Conference on Human-Robot Interaction (HRI) (publishedVersion)
- DSpace@MIT (Massachusetts Institute of Technology) (submittedVersion, cc-by-nc-sa)
- Other univ. web domain
- Funders
- NSF (CCF-1138986)
- Topics
- Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Psychological and Educational Research Studies
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- curiosity, social robots, children, exploratory behavior, peer interaction, autonomous robots, student motivation
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