ArticleFrontiers in robotics and AI2020
Trouble and Repair in Child-Robot Interaction: A Study of Complex Interactions With a Robot Tutee in a Primary School Classroom.
Article in Frontiers in robotics and AI, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Exploring child engagement in a multi-robot tutor-peer learning scenario.Frontiers in robotics and AI · 2026Article
- Mathematics teachers' AI literacy, anxiety, and perceptions of AI integration in mathematics education: a mixed-methods study.BMC psychology · 2025Article
- Latent Profile Analysis of AI Literacy and Trust in Mathematics Teachers and Their Relations with AI Dependency and 21st-Century Skills.Behavioral sciences (Basel, Switzerland) · 2024Article
- Ethical Considerations from Child-Robot Interactions in Under-Resourced Communities.International journal of social robotics · 2022Article
- Comparing a Robot Tutee to a Human Tutee in a Learning-By-Teaching Scenario with Children.Frontiers in robotics and AI · 2022Article
- Children's learning-by-teaching with a social robotFrontiers in robotics and AI · 2022Article
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Authors and funding
4 authors.
Funding
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Abstract
Today, robots are studied and expected to be used in a range of social roles within classrooms. Yet, due to a number of limitations in social robots, robot interactions should be expected to occasionally suffer from troublesome situations and breakdowns. In this paper, we explore this issue by studying how children handle interaction trouble with a robot tutee in a classroom setting. The findings have implications not only for the design of robots, but also for evaluating their benefit in, and for, educational contexts. In this study, we conducted video analysis of children's group interactions with a robot tutee in a classroom setting, in order to explore the nature of these troubles in the wild. Within each group, children took turns acting as the primary interaction partner for the robot within the context of a mathematics game. Specifically, we examined what types of situations constitute trouble in these child-robot interactions, the strategies that individual children employ to cope with this trouble, as well as the strategies employed by other actors witnessing the trouble. By means of Interaction Analysis, we studied the video recordings of nine group interaction sessions (
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