The effect of a semi-autonomous robot on children

Abstract

This research focuses on designing the behavior of an semi-autonomous robot that supports the researcher while still being in control of the interaction. We present a study on behavioral intervention design in which elements of Pivotal Response Treatment elements are embedded into a game played by a robot and a child. The introduction of more autonomy in robot behavior and interaction increases the time that a researcher can focus on the child. In order to understand whether children perceive an autonomous robot differently than a remotely controlled robot, we examined the preferences of children. Using a within-subject design, fourteen typically developed children played with a robot that performed behavior either autonomously or through remote control. The results show that both robots were evaluated as equally engaging for the children. Thus, autonomous robots allow the operator to focus less on remotely controlling the robot and more on the interaction.