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Growing Growth Mindset with a Social Robot Peer
Open accessAbstract
Mindset has been shown to have a large impact on people's academic, social, and work achievements. A growth mindset, i.e., the belief that success comes from effort and perseverance, is a better indicator of higher achievements as compared to a fixed mindset, i.e., the belief that things are set and cannot be changed. Interventions aimed at promoting a growth mindset in children range from teaching about the brain's ability to learn and change, to playing computer games that grant brain points for effort rather than success. This work explores a novel paradigm to foster a growth mindset in young children where they play a puzzle solving game with a peer-like social robot. The social robot is fully autonomous and programmed with behaviors suggestive of it having either a growth mindset or a neutral mindset as it plays puzzle games with the child. We measure the mindset of children before and after interacting with the peer-like robot, in addition to measuring their problem solving behavior when faced with a challenging puzzle. We found that children who played with a growth-mindset robot 1) self-reported having a stronger growth mindset and 2) tried harder during a challenging task, as compared to children who played with the neutral-mindset robot. These results suggest that interacting with peer-like social robot with a growth mindset can promote the same mindset in children.
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“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 Park et al., 2017
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“Nonetheless, outside the settings of expressive arts therapy, a substantial body of studies focus on supporting storytelling and storymaking for children and families [23, 83, 96, 134].”
From "When He Feels Cold, He Goes to the Seahorse"—Blending Generative AI into Multimaterial Storymaking for Family Expressive Arts Therapy (2024) · cites this paper as [83]
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“This encourages continued creative self-explorations and self-expression to take place after the therapeutic interventions [83].”
From "When He Feels Cold, He Goes to the Seahorse"—Blending Generative AI into Multimaterial Storymaking for Family Expressive Arts Therapy (2024) · cites this paper as [83]
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Metadata
- Authors
- Park, H. W., Rosenberg-Kima, R., Rosenberg, M., Gordon, G., & Breazeal, C.
- Affiliations
- MIT Media Lab (US)
- Tel Aviv University, Israel, Tel Aviv, Israel
- Tel Aviv University (IL)
- Venue
- Proceedings of the 2017 ACM/IEEE International Conference on Human-Robot Interaction
- Publisher
- ACM
- Published
- 2017-03-06
- Volume
- 2017
- Pages
- 137-145
- PMC
- PMC6347975
- OpenAlex
- W2594091522
- Cited by
- 140
- References
- 36
- Citations by year
- 2026: 8 · 2025: 10 · 2024: 12 · 2023: 15 · 2022: 25 · 2021: 25 · 2020: 16 · 2019: 17 · 2018: 9 · 2017: 3
- FWCI
- 19.95
- Type
- conference paper
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- ACM/IEEE International Conference on Human-Robot Interaction (HRI) (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- DSpace@MIT (Massachusetts Institute of Technology) (submittedVersion, cc-by-nc-sa)
- Funders
- National Institutes of Health (5R01HD086899-02)
- Topics
- Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
- Social Sciences › Education › Educational Robotics and Engineering
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Keywords
- growth mindset, fixed mindset, social robots, children, puzzle solving, effort, problem-solving behavior, autonomous robot behavior
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