Search Results (32)

Incorporating STEM (Science, Technology, Engineering, and Mathematics) into early childhood education has been associated with children’s holistic development. STEM education not only enhances critical thinking, creativity, problem-solving, and other 21st-century skills but also contributes significantly to cognitive growth, emotional regulation, and social abilities. Within the early childhood context, the use of play and toys emerges as a natural and powerful medium for introducing STEM concepts in developmentally appropriate and engaging ways. Play and toys have a prominent role, and previous studies have provided strong evidence on their educational benefits. Toys enhanced with technological characteristics (Technology-Enhanced Toys—TETs), such as coding and interactive toys, are increasingly being viewed as cultural tools that mediate learning and nurture cognitive and collaborative skills among young learners. However, the impact TETs have on young children’s STEM learning remains largely unexplored. This qualitative observational study, grounded in a socio-cultural perspective, explored how 37 children aged 3 to 4 years in four early childhood settings in Greece exhibited STEM-related behaviours during free play with technology-enhanced toys. Data were collected through systematic video recordings and written observations over a three-month period that involved interacting with various TETs, such as Bee-Bot, Coko Robot, a remote-controlled dog, and others. Results indicate that playing with TETs enhanced problem-solving, computational thinking, and collaboration, thus affirming the positive influence of digital technology and the potential of TETs to enrich early STEM education. Implications for equity, the importance of teachers’ professional development in effectively integrating TETs into early childhood curricula and the need for further research will also be discussed. Full article

As conversational artificial intelligence (CAI), including smart speakers, social robots, and dialogic learning apps, becomes increasingly present in children’s lives, its potential to support early mathematical thinking warrants closer attention. While existing research largely concentrates on literacy and language development, the role of CAI in early numeracy remains underexplored. This paper examines how voice-based CAI might contribute to informal mathematical thinking in early childhood. Adopting a conceptual lens, this paper synthesises existing theory and research to examine the potential roles of CAI in early mathematical learning. Grounded in sociocultural theory and dialogic pedagogy, this paper positions CAI as a potential mediator of early mathematical thinking through responsive dialogue. Four interrelated dimensions (child agency, cognitive scaffolding, mathematical language quality, and responsiveness and timing) are identified as a conceptual lens for evaluating how dialogue-based interactions with CAI may support or constrain young children’s mathematical thinking. Rather than framing CAI as a direct teaching tool, this paper explores its potential role as a dialogic partner in play-based numeracy and inquiry. The framework contributes to early mathematics education by highlighting both the promise and the limitations of CAI, offering guidance for research, technology design, and educational practice. It underscores the need for intentional, ethically informed integration of CAI that approximates the qualities of human dialogue while acknowledging current constraints in real-world use. Full article

With the rapid advancement of artificial intelligence, the deployment of social robots has significantly broadened, extending into diverse fields such as education, medical services, and business. Despite this expansive growth, there remains a notable scarcity of empirical research addressing the underlying psychological mechanisms that influence human–robot interactions. To address this critical research gap, the present study proposes and empirically tests a theoretical model designed to elucidate how users’ multi-dimensional perceived values of social robots influence their attitudinal responses and outcomes. Based on questionnaire data from 569 social robot users, the study reveals that users’ perceived utilitarian value, emotional value, and hedonic value all exert significant positive effects on active involvement, thereby fostering their identification and reinforcing attitudinal loyalty. Among these dimensions, emotional value emerged as the strongest predictor, underscoring the pivotal role of emotional orientation in cultivating lasting human–robot relationships. Furthermore, the findings highlight the critical mediating function of active involvement in linking perceived value to users’ psychological sense of belonging, thereby elucidating the mechanism through which perceived value enhances engagement and promotes sustained long-term interaction. These findings extend the conceptual boundaries of human–machine interaction, offer a theoretical foundation for future explorations of user psychological mechanisms, and inform strategic design approaches centered on emotional interaction and user-oriented experiences, providing practical guidance for optimizing social robot design in applications. Full article

Engaging with social robots has been recognized as potentially beneficial for children facing social communication challenges, especially in developing skills such as joint attention. This systematic review examines the effectiveness of robot-mediated learning in enhancing children’s cognitive abilities, emotional resilience, and self-confidence, based on an analysis of research conducted between 2018 and 2025. While social robots show promise in delivering personalized and engaging educational experiences, challenges such as emotional dependence, accessibility, and ethical concerns persist. The review concludes that further research, particularly longitudinal studies and cross-cultural comparisons, is necessary to fully understand the long-term impacts of robot-mediated learning on children’s cognitive and social development. It explores the application of robotic technology in relation to children’s educational progress across different age groups. The review includes studies of various types, such as experimental, non-experimental, and research articles, covering diverse research fields, robots, contexts of use, target audiences, and outcomes. The findings highlight the growing potential of social robots to support children’s cognitive development by providing interactive and stimulating learning experiences. This review offers valuable insights for researchers and designers aiming to improve robotic interventions and tailor them to meet diverse developmental needs and educational settings. Full article

Recent studies have enlightened the crucial role of perceived robot use self-efficacy in human robot interaction. This paper investigates the interplay between perceived robot use self-efficacy, attitudes towards robots, and beliefs in human nature uniqueness (BHNU) on the intention to work with social robots. Participants (N = 117) first filled out a questionnaire measuring their BHNU and attitudes towards robots. Then, they were randomly exposed to a video displaying a humanoid social robot (either humanlike or mechanical). Finally, participants indicated their robot use self-efficacy and their intention to work with the displayed social robot. Regression and serial mediation analyses showed the following: (1) the intention to work with social robots was significantly predicted by robot use self-efficacy and attitudes towards robots; (2) BHNU has a direct influence on attitudes towards robots and an indirect influence on the intention to work with social robots through attitudes towards robots and robot use self-efficacy. Our findings expand the current research on the impact of perceived robot use self-efficacy on intention to work with social robots. Implications for human robot interaction and human resource management are discussed. Full article

With the increasing application of robots in human-centred environments, there is increasing motivation for incorporating some degree of human-like social competences. Fields such as psychology and cognitive science not only provide guidance on the types of behaviour that could and should be exhibited by the robots, they may also indicate the manner in which these behaviours can be achieved. The domain of social child–robot interaction (sCRI) provides a number of challenges and opportunities in this regard; the application to an educational context allows child-learning outcomes to be characterised as a result of robot social behaviours. One such social behaviour that is readily (and unconsciously) used by humans is behavioural alignment, in which the behaviours expressed by one person adapts to that of their interaction partner, and vice versa. In this paper, the role that robot non-verbal behavioural alignment for their interaction partner can play in the facilitation of learning outcomes for the child is examined. This behavioural alignment is facilitated by a human memory-inspired learning algorithm that adapts in real-time over the course of an interaction. A large touchscreen is employed as a mediating device between a child and a robot. Collaborative sCRI is emphasised, with the touchscreen providing a common set of interaction affordances for both child and robot. The results show that an adaptive robot is capable of engaging in behavioural alignment, and indicate that this leads to greater learning gains for the children. This study demonstrates the specific contribution that behavioural alignment makes in improving learning outcomes for children when employed by social robot interaction partners in educational contexts. Full article

Background: As the Internet of Things (IoT) expands, it enables new forms of communication, including interactions mediated by teleoperated robots like avatars. While extensive research exists on the effects of these devices on communication partners, there is limited research on the impact on the operators themselves. This study aimed to objectively assess the psychological and physiological effects of operating a teleoperated robot, specifically Telenoid, on its human operator. Methods: Twelve healthy participants (2 women and 10 men, aged 18–23 years) were recruited from Osaka University. Participants engaged in two communication sessions with a first-time partner: face-to-face and Telenoid-mediated. Telenoid is a minimalist humanoid robot teleoperated by a participant. Blood samples were collected before and after each session to measure hormonal and oxidative markers, including cortisol, diacron reactive oxygen metabolites (d-ROMs), and the biological antioxidat activity of plasma (BAP). Psychological stress was assessed using validated questionnaires (POMS-2, HADS, and SRS-18). Results: A trend of a decrease in cortisol levels was observed during Telenoid-mediated communication, whereas face-to-face interactions showed no significant changes. Oxidative stress, measured by d-ROMs, significantly increased after face-to-face interactions but not in Telenoid-mediated sessions. Significant correlations were found between oxytocin and d-ROMs and psychological stress scores, particularly in terms of helplessness and total stress measures. However, no significant changes were observed in other biomarkers or between the two conditions for most psychological measures. Conclusions: These findings suggest that cortisol and d-ROMs may serve as objective biomarkers for assessing psychophysiological stress during robot-mediated communication. Telenoid’s minimalist design may help reduce social pressures and mitigate stress compared to face-to-face interactions. Further research with larger, more diverse samples and longitudinal designs is needed to validate these findings and explore the broader impacts of teleoperated robots. Full article

Robots and smart technologies are becoming part of everyday life and private households. While this automation of mundane tasks typically creates pragmatic benefits (e.g., efficiency, accuracy, time savings), it may also come with psychological losses, such as in meaning, competence, or responsibility. Depending on the domain (e.g., AI-assisted surgery, automated decision making), especially the user’s felt responsibility could have far-reaching consequences. The present research systematically explores such effects, building a more structured base for responsible automation in human–computer interaction (HCI). Based on a framework of seven dimensions, study 1 (N = 122) evaluates users’ reflections on automating five mundane tasks (e.g., gardening, paperwork) and identifies reasons for or against automation in different domains (e.g., creativity, care work, decision making). Study 2 (N = 57) provides deeper insights into effects of automation on responsibility perceptions. Based on the example of a vacuum cleaner robot, an experimental laboratory study contrasted a non-robotic manual vacuum cleaner to a robot, whereby the user’s perceptions of device agency (higher for the robot) and own competence (higher for the manual device) were central mediators for the perceived responsibility for the result. We position our findings as part of a broader idea of responsible design and automation from a user-centered design perspective. Full article

Microorganisms have significant potential to control fungal contamination in various foods. However, the identification of strains that exhibit robust antifungal activity poses challenges due to highly context-dependent responses. Therefore, to fully exploit the potential of isolates as antifungal agents, it is crucial to systematically evaluate them in a variety of biotic and abiotic contexts. Here, we present an adaptable and scalable method using a robotic platform to study the properties of 1022 isolates obtained from maple sap. We tested the antifungal activity of isolates alone or in pairs on M17 + lactose (LM17), plate count agar (PCA), and sucrose–allantoin (SALN) culture media against Kluyveromyces lactis, Candida boidinii, and Saccharomyces cerevisiae. Microorganisms exhibited less often antifungal activity on SALN and PCA than LM17, suggesting that the latter is a better screening medium. We also analyzed the results of ecological interactions between pairs. Isolates that showed consistent competitive behaviors were more likely to show antifungal activity than expected by chance. However, co-culture rarely improved antifungal activity. In fact, an interaction-mediated suppression of activity was more prevalent in our dataset. These findings highlight the importance of incorporating both biotic and abiotic factors into systematic screening designs for the bioprospection of microorganisms with environmentally robust antifungal activity. Full article

As a technical application in artificial intelligence, a social robot is one of the branches of robotic studies that emphasizes socially communicating and interacting with human beings. Although both robot and behavior research have realized the significance of social robot design for its market success and related emotional benefit to users, the specific design of the eye and mouth shape of a social robot in eliciting trustworthiness has received only limited attention. In order to address this research gap, our study conducted a 2 (eye shape) × 3 (mouth shape) full factorial between-subject experiment. A total of 211 participants were recruited and randomly assigned to the six scenarios in the study. After exposure to the stimuli, perceived trustworthiness and robot attitude were measured accordingly. The results showed that round eyes (vs. narrow eyes) and an upturned-shape mouth or neutral mouth (vs. downturned-shape mouth) for social robots could significantly improve people’s trustworthiness and attitude towards social robots. The effect of eye and mouth shape on robot attitude are all mediated by the perceived trustworthiness. Trustworthy human facial features could be applied to the robot’s face, eliciting a similar trustworthiness perception and attitude. In addition to empirical contributions to HRI, this finding could shed light on the design practice for a trustworthy-looking social robot. Full article

Technology has always represented the key to human progress. It is believed that the use of supportive technological mediators can facilitate teaching/learning processes and enable everyone to learn how to critically manage technology without being its slave or passive user while contributing to the collective well-being. Educational robotics is a new frontier for learning that can offer numerous benefits to students. The use of robots can offer the possibility of creating inclusive educational settings in which all students, regardless of their abilities or disabilities, can participate meaningfully. The article proposes an analysis of the evidence obtained from a systematic literature review with reference to general educational robotics and social robotics for emotion recognition. Finally, as a practical implementation of an educational robotic intervention on emotion recognition, the “Emorobot Project” as part of the EU-funded “Ecosystem of Innovation—Technopole of Rome” Project in NextGenerationEU will be presented. The project’s aim is to foster the development of social skills in children with autism spectrum disorders through the creation of an open-source social robot that can recognize emotions. The project is intended to provide teachers with a supportive tool that allows them to design individual activities and later extend the activity to classmates. An educational robot can be used as a social mediator, a playmate during the learning phase that can help students develop social skills, build peer connection, reduce social isolation—one of the main difficulties of this disorder—and foster motivation and the acquisition of interpersonal skills through interaction and imitation. This can help ensure that all students have access to quality education and that no one is left behind. Full article

As the global population rapidly ages with longer life expectancy and declining birth rates, the need for healthcare services and caregivers for older adults is increasing. Current research envisions addressing this shortage by introducing domestic service robots to assist with daily activities. The successful integration of robots as domestic service providers in our lives requires them to possess efficient manipulation capabilities, provide effective physical assistance, and have adaptive control frameworks that enable them to develop social understanding during human–robot interaction. In this context, human factors, especially quantifiable ones, represent a necessary component. The objective of this paper is to conduct an unbiased review encompassing the studies on human factors studied in research involving physical interactions and strong manipulation capabilities. We identified the prevalent human factors in physical human–robot interaction (pHRI), noted the factors typically addressed together, and determined the frequently utilized assessment approaches. Additionally, we gathered and categorized proposed quantification approaches based on the measurable data for each human factor. We also formed a map of the common contexts and applications addressed in pHRI for a comprehensive understanding and easier navigation of the field. We found out that most of the studies in direct pHRI (when there is direct physical contact) focus on social behaviors with belief being the most commonly addressed human factor type. Task collaboration is moderately investigated, while physical assistance is rarely studied. In contrast, indirect pHRI studies (when the physical contact is mediated via a third item) often involve industrial settings, with physical ergonomics being the most frequently investigated human factor. More research is needed on the human factors in direct and indirect physical assistance applications, including studies that combine physical social behaviors with physical assistance tasks. We also found that while the predominant approach in most studies involves the use of questionnaires as the main method of quantification, there is a recent trend that seeks to address the quantification approaches based on measurable data. Full article

Social robots are tangible autonomous robots capable of interacting and communicating with humans. The contradiction arises between their rejection of moral nihilism and the current lack of ethical identity, leading to a dual identity crisis of “agent-receiver”. Constructing an ethical identity is advantageous in enhancing the socialization of social robots and facilitating their integration into society. Through a three-dimensional analysis of the “institution-literature-experience”, the key to constructing the ethical identity of social robots lies in “memory”: social robots need to possess “memory morality” software that enables them to adapt to diverse moral contexts using multiple moral behaviors. Memory assists in establishing the ethical identity of social robots, emphasizing the importance of considering the subject status of social robots and harnessing the mediating role of various subjects to achieve a transition from “moral memory” to “memory morality”. Full article

Attention deficit hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by inattention, hyperactivity, and impulsivity that affects a large number of young people in the world. The current treatments for children living with ADHD combine different approaches, such as pharmacological, behavioral, cognitive, and psychological treatment. However, the computer science research community has been working on developing non-pharmacological treatments based on novel technologies for dealing with ADHD. For instance, social robots are physically embodied agents with some autonomy and social interaction capabilities. Nowadays, these social robots are used in therapy sessions as a mediator between therapists and children living with ADHD. Another novel technology for dealing with ADHD is serious video games based on a brain–computer interface (BCI). These BCI video games can offer cognitive and neurofeedback training to children living with ADHD. This paper presents a systematic review of the current state of the art of these two technologies. As a result of this review, we identified the maturation level of systems based on these technologies and how they have been evaluated. Additionally, we have highlighted ethical and technological challenges that must be faced to improve these recently introduced technologies in healthcare. Full article

More daily interactions are happening in the digital world of the metaverse. Providing individuals with means to perform a handshake during these interactions can enhance the overall user experience. In this paper, we put forward the design and implementation of two right-handed underactuated Digital Twin robotic arms to mediate the physical handshake interaction between two individuals. This allows them to perform a handshake while they are in separate locations. The experimental findings are very promising as our evaluation shows that the participants were highly interested in using our system to shake hands with their loved ones when they are physically separated. With this Digital Twin robotic arms system, we also found a correlation between the handshake characteristics and personality traits of the participants from the handshake data collected during the experiment. Full article