TY - GEN
T1 - Child-Robot Interaction to Integrate Reflective Storytelling into Creative Play
AU - Hubbard, Layne Jackson
AU - Chen, Yifan
AU - Colunga, Eliana
AU - Kim, Pilyoung
AU - Yeh, Tom
N1 - Funding Information:
We thank all of the phenomenal children and families who participated in this research across Arizona, California, Colorado, Idaho, Illinois, Michigan, Montana, New York, Oregon, and Texas. Funding for this research was provided by the Piton Foundation and the OpenIDEO Early Childhood Innovation Prize. This research was supported by the National Science Foundation Graduate Research Fellowship Program, under Grant No. DGE 1650115, as well as the NSF National AI Institute for Student-AI Teaming (iSAT) under grant DRL 2019805. The opinions expressed are those of the authors and do not represent views of the NSF.
Publisher Copyright:
© 2021 Owner/Author.
PY - 2021/6/22
Y1 - 2021/6/22
N2 - When young children create, they are exploring their emerging skills. And when young children reflect, they are transforming their learning experiences. Yet early childhood play environments often lack toys and tools to scaffold reflection. In this work, we design a stuffed animal robot to converse with young children and prompt creative reflection through open-ended storytelling. We also contribute six design goals for child-robot interaction design. In a hybrid Wizard of Oz study, 33 children ages 4-5 years old across 10 U.S. states engaged in creative play then conversed with a stuffed animal robot to tell a story about their creation. By analyzing children's story transcripts, we discover four approaches that young children use when responding to the robot's reflective prompting: Imaginative, Narrative Recall, Process-Oriented, and Descriptive Labeling. Across these approaches, we find that open-ended child-robot interaction can integrate personally meaningful reflective storytelling into diverse creative play practices.
AB - When young children create, they are exploring their emerging skills. And when young children reflect, they are transforming their learning experiences. Yet early childhood play environments often lack toys and tools to scaffold reflection. In this work, we design a stuffed animal robot to converse with young children and prompt creative reflection through open-ended storytelling. We also contribute six design goals for child-robot interaction design. In a hybrid Wizard of Oz study, 33 children ages 4-5 years old across 10 U.S. states engaged in creative play then conversed with a stuffed animal robot to tell a story about their creation. By analyzing children's story transcripts, we discover four approaches that young children use when responding to the robot's reflective prompting: Imaginative, Narrative Recall, Process-Oriented, and Descriptive Labeling. Across these approaches, we find that open-ended child-robot interaction can integrate personally meaningful reflective storytelling into diverse creative play practices.
KW - child-robot interaction
KW - conversational agents
KW - creativity support
KW - reflection
KW - storytelling
UR - http://www.scopus.com/inward/record.url?scp=85109103658&partnerID=8YFLogxK
U2 - 10.1145/3450741.3465254
DO - 10.1145/3450741.3465254
M3 - Conference contribution
AN - SCOPUS:85109103658
T3 - ACM International Conference Proceeding Series
BT - C and C 2021 - Proceedings of the 13th Conference on Creativity and Cognition
PB - Association for Computing Machinery
T2 - 13th Conference on Creativity and Cognition, C and C 2021
Y2 - 22 June 2021 through 23 June 2021
ER -