May 1st, 2007 | RESEARCH
Research on human–robot interaction has often ignored the human cognitive changes that might occur when humans and robots work together to solve problems. Facilitating human–robot collaboration will require understanding how the collaboration functions system-wide. The authors present detailed examples drawn from a study of children and an autonomous rover, and examine how children’s beliefs can guide the way they interact with and learn about the robot. The data suggest that better collaboration might require that robots be designed to maximize their relationship potential with specific users.
Document
(no document provided)
Team Members
Debra Bernstein, Author, University of PittsburghKevin Crowley, Author, University of Pittsburgh
Illah Nourbakhsh, Author, Carnegie Mellon University
Citation
Identifier Type: ISSN
Identifier: 1572–0381
Publication: Interaction Studies
Volume: 8
Number: 3
Page(s): 465
Related URLs
http://www.cs.cmu.edu/~illah/PAPERS/rpotential.pdf
Tags
Audience: Elementary School Children (6-10) | Evaluators | Museum | ISE Professionals | Pre-K Children (0-5) | Scientists
Discipline: Computing and information science | Education and learning science | Technology
Resource Type: Peer-reviewed article | Research Products
Environment Type: Exhibitions | Games | Simulations | Interactives | Media and Technology | Museum and Science Center Exhibits | Museum and Science Center Programs | Public Programs