Trust plays a major role when introducing interactive robots into people’s personal spaces, which, in large part, depends on how they perceive the robot. This paper presents the initial results of an investigation into the perception of robot agency as a potential factor influencing trust. We manipulated a robot’s agency to see how trust would change as a result. Our preliminary results indicate age as a confounding factor while we did not find differences when priming robot autonomy.

This paper presents an investigation into the effectiveness of introducing explicit causal explanations in a child-robot interaction setting to help children with autism improve their Visual Perspective Taking (VPT) skills. A sample of ten children participated in three sessions with a social robot on different days, during which they played several games consisting of VPT tasks. In some of the sessions, the robot provided constructive feedback to the children by giving causal explanations related to VPT; other sessions were control sessions without explanations. An analysis of the children’s learning progress revealed that they improved their VPT abilities faster when the robot provided causal explanations. However, both groups ultimately reach a similar ratio of correct answers in later sessions. These findings suggest that providing causal explanations using a social robot can be effective to teach VPT to children with autism. This study paves the way for further exploring a robot’s ability to provide causal explanations in other educational scenarios.

The research presented in this paper investigates the feasibility of using humanoid robots like Kaspar as assistive tools in Speech, Language and Communication (SLC) therapy for children with learning disabilities. The study aims to answer two research questions: RQ1. Can a social robot be used to improve SLC skills of children with learning disabilities? RQ2. What is the measurable impact of interacting with a humanoid robot on children with learning disability and SLC needs? A co-creation approach was followed, three therapeutic educational games were developed and implemented on the Kaspar robot in collaboration with experienced SLC experts. Twenty children from two different special educational needs schools participated in the games in 9 sessions over a period of 3 weeks. Results showed significant improvement in participants’ SLC skills – i.e. language comprehension and production skills– over the intervention. Findings of this research affirms feasibility, suggesting that this type of robotic interaction is the right path to follow to help the children improve their SLC skills.

Children with Autism Spectrum Disorder (ASD) often struggle with visual perspective taking (VPT) skills and the understanding that others might have viewpoints and perspectives that are different from their own; i.e., the ability to understand that two or more people looking at the same object from different positions might not see the same thing. The understanding of VPT can be improved by introducing explicit causal explanations in the interactions involving autistic children. Moreover, the use of social robots can help autistic children improve their social skills. We present a retrospective study with Kaspar, a humanoid social robot specifically designed to interact with children with ASD, which aims to define the initial protocol for a study on the effect of causal explanation in VPT provided by Kaspar. To this end, we investigate in which scenarios causal explanations, provided either by researchers or by Kaspar, contribute substantially to the child’s understanding of VPT. The results have helped us identify multiple interaction categories that benefit from causal explanation. We have used these results in order to define new interaction games that benefit from causal explanations. These are now progressing through usability assessment experiments.

Playing games is an inherent part of children’s lives as it impacts several aspects of their physical and mental development. Technological advances have been manifesting new and exciting avenues of interaction when children play games, ranging from board and card games, to videogames that are played on mobile devices, virtual and augmented reality (VR/AR) headsets, robotic systems, and social agents. These games encompass a wide range of applications aiming to provide educational benefits, promote development, enhance well-being, or simply enjoy leisure time. Along with the fun and excitement, these advancements also bring unique challenges in the game design process due to the inclusion of complex technology, the maximization of the players’ engagement and expectations and interests of the children. The player-centric approach of co-designing games with the target audience has a unique position as it involves creating the games for and with the children, allowing them to act as an equal stakeholder rather than simple users or informants. This half-day workshop aims to expose the researchers to collaborative techniques used in game design to create interactive and playful activities for children that involve contemporary technologies such as AR/VR and social agents.

Robot-assisted therapy has been successfully used to help children with Autism Spectrum Condition (ASC) develop their social skills, but very often with the robot being fully controlled remotely by an adult operator. Although this method is reliable and allows the operator to conduct a therapy session in a customised child-centred manner, it increases the cognitive workload on the human operator since it requires them to divide their attention between the robot and the child to ensure that the robot is responding appropriately to the child's behaviour. In addition, a remote-controlled robot is not aware of the information regarding the interaction with children (e.g., body gesture and head pose, proximity etc) and consequently it does not have the ability to shape live HRIs. Further to this, a remote-controlled robot typically does not have the capacity to record this information and additional effort is required to analyse the interaction data. For these reasons, using a remote-controlled robot in robot-assisted therapy may be unsustainable for long-term interactions. To lighten the cognitive burden on the human operator and to provide a consistent therapeutic experience, it is essential to create some degrees of autonomy and enable the robot to perform some autonomous behaviours during interactions with children. Our previous research with the Kaspar robot either implemented a fully autonomous scenario involving pairs of children, which then lacked the often important input of the supervising adult, or, in most of our research, has used a remote control in the hand of the adult or the children to operate the robot. Alternatively, this paper provides an overview of the design and implementation of a robotic system called Sense- Think-Act which converts the remote-controlled scenarios of our humanoid robot into a semi-autonomous social agent with the capacity to play games autonomously (under human supervision) with children in the real-world school settings. The developed system has been implemented on the humanoid robot Kaspar and evaluated in a trial with four children with ASC at a local specialist secondary school in the UK where the data of 11 Child-Robot Interactions (CRIs) was collected. The results from this trial demonstrated that the system was successful in providing the robot with appropriate control signals to operate in a semi-autonomous manner without any latency, which supports autonomous CRIs, suggesting that the proposed architecture appears to have promising potential in supporting CRIs for real-world applications.

Children with autism often find it difficult to understand that other people might have perspectives, viewpoints, beliefs and knowledge that are different from their own. One fundamental aspect of this difficulty is Visual Perspective Taking (VPT). Visual perspective taking is the ability to see the world from another person's perspective, taking into account what they see and how they see it, drawing upon both spatial and social information. In this paper, we outline the child-robot interaction scenarios that we have developed as part of the European BabyRobot project to assist children with autism explore elements that are important in developing VPT skills. Further to this we describe the standard pre and post assessments that we will perform with the children in order to measure their progress. The games were implemented with the Kaspar robot. To our knowledge this is the first attempt to improve the VPT skills of children with autism through playing and interacting with a humanoid robot.