Publication:
Children’s Imaginaries of Robots for Playing With

Thumbnail Image
Files

Files

Children’s Imaginaries of Robots for Playing With.pdf (3.63 MB)
View Statistics
Reference Managers
Mendeley
Indexers
Google Scholar CORE
QR Code
QR Code
Authors

Authors

Ríos Rincón, Adriana Maria
Rodríguez Dueñas, William Ricardo
Quiroga Torres, Daniel Alejandro
Bohórquez, Andrés Felipe
Abstract (Spanish)
Los niños con discapacidad motriz grave debido a parálisis cerebral tienen dificultades para participar en juegos, aunque quieren jugar juegos a los que juegan los niños con un desarrollo normal. Las barreras impuestas por las discapacidades motrices para participar en juegos se pueden abordar mediante el uso de robots. Nuestro objetivo es identificar cómo los niños, que tienen una amplia experiencia en el juego, imaginan qué es un robot y qué características harían que un robot fuera bueno para jugar. Utilizando un diseño de descripción cualitativa, 19 niños de entornos urbanos y rurales participaron en grupos de discusión para dibujar y hablar sobre los robots que les gustaría que existieran. Los datos se codificaron y analizaron utilizando un enfoque sumativo de análisis de contenido. Los hallazgos revelaron que los niños imaginaban que un buen robot para jugar es uno que tiene una apariencia antropomórfica, es resistente y fuerte, tiene controles y es capaz de moverse, agarrar, hablar y jugar juegos infantiles populares. En particular, las niñas imaginaban que los robots deberían poder expresar emociones positivas hacia los niños. La edad, el género, la cultura y el entorno físico en el que vivían los niños influyeron en lo que esperaban encontrar en un robot con el que jugar y en cómo imaginaban las interacciones entre niños y robots.
Abstract (English)
Children with severe motor impairment due to cerebral palsy have difculties engaging in play, although they want to play games that typically developing children play. The barriers imposed by motor impairments against engaging in play can be addressed through the use of robots. We aim to identify how children, who have extensive experience of play, imagine what a robot is and what features would make a robot good to play with. Using a qualitative description design, 19 children from urban and rural settings participated in focus groups to draw and talk about the robots they would like to exist. The data were coded and analyzed using a summative approach to content analysis. The fndings revealed that the children imagined that a good robot to play with is one that has an anthropomorphic appearance, is tough and strong, has controls, and that is able to move, grab, speak, and play popular children’s games. In particular, the girls imagined that robots should be able to express positive emotions towards children. Age, gender, culture, and the physical environment in which the children lived infuenced what they expected to fnd in a robot for playing with and how they imagined child–robot interactions.
Extent
15 páginas
URI: https://repositorio.escuelaing.edu.co/handle/001/3244
Collections

Collections

AA. Gibiome
References

Parham LD (2008) Play in occupational therapy. In: Parham LD, Fazio LS (eds) Play in occupational therapy for children. Mosby Elseiver, St. Louis, pp 3–39

Ferland F (2005) The Ludic model, 2nd edn. CAOT publications ACE, Ottawa (Ontario)

Lindsay S, Rampertab L, Curran C (2019) Therapy through play: advancing the role of Robotics in paediatric rehabilitation. In: EverydayTechnologies in Healthcare. CRC Press, Boca Raton. Taylor and Francys Groups, pp 11–29.

Chang HJ, Chiarello L, Palisano R, Orlin M, Bundy A, Gracely E (2014) The determinants of self-determined behaviors of young children with cerebral palsy. Res Dev Disabil 35:99–109

van den Heuvel RJF, Lexis MAS, Gelderblom GJ, Jansens RML, de Witte LP (2016) Robots and ICT to support play in children with severe physical disabilities: a systematic review. Disabil Rehabil Assist Technol 11(2):103–116

Miguel Cruz A, Ríos Rincón AM, Rodríguez Dueñas WR, Quiroga Torres DA, Bohórquez Heredia AF (2017) What does the literature say about using robots on children with disabilities? Disabil Rehabil Assist Technol 12(5):429–440

Rios A, Adams K, Magill-Evans J, Cook A (2016) Playfulness in children with limited motor abilities when using a robot. Phys Occup Ther Pediatr 36(3):232–246

Rios Rincon AM. Playfulness in children with severe cerebral palsy when using a robot. Edmonton: University of Alberta, PhD dissertation; 2014.

Bulgarelli D, Bianquin N, Besio S, Molina P (2018) Children with cerebral Palsy playing with mainstream Robotic toys: playfulness and environmental supportiveness. Front Psychol 9(1814).

Mahdi H, Saleh S, Sharif O, Dautenhahn K. Creating MyJay (2020) A new design for Robot-assisted play for children with physical special needs. In: Wagner AR, Feil-Seifer D, Haring KS, Rossi S, Williams T, He H, Ge SS (eds) Social Robotics. ICSR 2020. Lecture Notes in Computer Science; 2020; Golden, pp 676–687

Clark C, Sliker L, Sandstrum J, Burne B, Haggett V, Bodine C (2019) Development and Preliminary Investigation of a Semiautonomous Socially Assistive Robot (SAR) Designed to Elicit Communication, Motor Skills, Emotion, and Visual Regard (Engagement) from Young Children with Complex Cerebral Palsy: a Pilot Comparative Trial. Adv Human-Computer Interaction 2019:14

Patrizia M, Claudio M, Leonardo G, Alessandro P (2009) A robotic toy for children with special needs: From requirements to design. In: IEEE International Conference on Rehabilitation Robotics; Kyoto, Japan, pp 918–923.

Kronreif G, Kornfeld M, Prazac B, Mina S, Fürst M (2007) Robot assistance in playful environment - user trials and results. In: IEEE International Confernece on Robotics and Automation; 2007; Roma, Italy, pp 2898–2903.

de Jong C, Peter J, Kühne R, Barco A (2019) Children’s acceptance of social robots A narrative review of the research 2000– 2017. Interact Stud 20(3):393–425

Søraa RA, Nyvoll PS, Grønvik KB, Serrano JA (2020) Children’s perceptions of social robots: a study of the robots Pepper, AV1 and Tessa at Norwegian research fairs. AI & Soc.

van Straten CL, Peter J, Kühne R (2020) Child-robot relationship formation: a narrative review of empirical research. Int J Soc Robot 12:325–344

Vallès-Peris N, Angulo C, Domènech M (2018) Children’s imaginaries of human-robot interaction in healthcare. Int J Environ Res Public Health 15(5):970

Sartre JP (2004) The imaginary A phenomenological psychology of the imagination. Routledge, London and New York

Marcus GE (ed) (1995) Technoscientifc imaginaries: conversations, profles, and memoirs. University of Chicago Press, Chicago and London

Šabanović S (2010) Robots in society, society in robots. Int J Soc Robot 2:439–450

Druin A (2002) The role of children in the design of new technology. Behav Inform Technol 21:1–25

Malinverni L, Valero C (2020) What is a robot?: an artistic approach to understand children’s imaginaries about robots. In: Proceedings of the Interaction Design and Children Conference (IDC ’20); New York, NY, pp 250–261.

Bradshaw C, Atkinson S, Doody O (2017) Employing a qualitative description approach in Health Care Research. Global Qualitative Nursing Research.

Wildemuth BM (1993) Post-positivist research: two examples of methodological pluralism. Library Quart Inform Community Policy 63(4):450–468

O’Brien BC, Harris IB, Beckman TJ, Reed DA, Cook DA (2014) Standards for reporting qualitative research: a synthesis of recommendations. Acad Med 89(9):1245–1251

Hsieh HF, Shannon SE (2005) Three approaches to qualitative content analysis. Qual Health Res 15(9):1277–1288

Lincoln YS, Guba EG (1985) Naturalistic inquiry. SAGE, Thousand Oaks

Mayan MJ (2009) Essentials of qualitative inquiry. Routledge, New York

Breazeal C (2003) Toward sociable robots. Robot Auton Syst 42(3–4):167–175

van den Heuvel RJF, Lexis MAS, de Witte LP (2020) ZORA Robot based interventions to achieve therapeutic and educational goals in children with severe physical disabilities. Int J of Soc Robotics 12:493–504

Özdoğru AA (2019) Cross-cultural psychology of play and early childhood education. In: Association IRM. Early Childhood Development: Concepts, Methodologies, Tools, and Applications. IGI Global; pp 1–19.

Piaget J (1951) Play, dreams and imitation. Norton, New York

Carrero Arango ML, González Rodríguez MF (2017) La educación rural en Colombia: experiencias y perspectivas. Praxis Pedagógica 16(19):79–89

NU. CEPAL. Estudio Económico de América Latina y el Caribe 2002–2003. Santiago: CEPAL; 2003.

Mesurado B, Richaud MC, Mestre MV, Samper-García P, TurPorcar A, Morales Mesa SA, Francisco VE (2014) Parental expectations and prosocial behavior of adolescents from low-income backgrounds: a cross-cultural comparison between three countries—Argentina, Colombia, and Spain. J Cross Cult Psychol 45(9):1471–1488

Profce C. Nature as a living presence: Drawings by Tupinambá and New York Children. PLOS ONE. 2018;13(10):e0203870.

Guest G, Namey E, McKenna K (2017) How many focus groups are enough? Building an evidence base for nonprobability sample sizes. Field Methods 29(1):3–22