Dyadic Gaze Patterns during Child-Robot Collaborative Gameplay in a Tutoring Interaction
Date
2018Author
Mwangi, Eunice
Barakova, Emilia I
Díaz, Marta
Mallofré, Andreu C
Rauterberg, Matthias
Metadata
Show full item recordAbstract
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.