Dyadic Gaze Patterns During Child-Robot Collaborative Gameplay in a Tutoring Interaction

This study examines patterns of coordinated gaze between a child and a robot (NAO) during a card matching game, 'Memory'. Dyadic gaze behavior like mutual gaze, gaze following and joint attention are indications both of child's engagement with the robot and of the quality of child-rob...

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Bibliographic Details
Published in2018 27th IEEE International Symposium on Robot and Human Interactive Communication (RO-MAN) pp. 856 - 861
Main Authors Mwangi, Eunice, Barakova, Emilia I, Diaz, Marta, Mallofre, Andreu Catala, Rauterberg, Matthias
Format Conference Proceeding
LanguageEnglish
Published IEEE 01.08.2018
Subjects
Child-robot interaction
Dyadic interaction
Encoding
Face
Games
Gaze following
Joint attention
Mutual gaze
Observational analyses
Robot kinematics
Social cognition
Task analysis
Theory of mind
Visualization
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ISSN1944-9437
DOI10.1109/ROMAN.2018.8525799

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Summary:This study examines patterns of coordinated gaze between a child and a robot (NAO) during a card matching game, 'Memory'. Dyadic gaze behavior like mutual gaze, gaze following and joint attention are indications both of child's engagement with the robot and of the quality of child-robot interaction. Eighteen children interacted with a robot tutor in two settings. In the first setting, the robot tutor gave clues to assist children in finding the matching cards, and in the other setting, the robot tutor only looked at the participants during the play. We investigated the coordination between child and robots' gaze behaviors. We found that more occurrences of mutual gaze and gaze following made the children aware of the gaze hints given by the robot and improved the efficacy of the robot tutor as a helping agent. This study, therefore, provides guidelines for gaze behaviors design to enrich child-robot interaction in a tutoring context.
ISSN:1944-9437
DOI:10.1109/ROMAN.2018.8525799