智能时代的新玩伴：儿童与机器人的互动特征及其对儿童发展的影响

doi:10.3724/SP.J.1042.2023.02319

摘要/Abstract

摘要：

随着人工智能的快速发展, 儿童与机器人的互动日益频繁。该领域的研究成果可以按照儿童对机器人的认识、互动, 以及这种互动对儿童发展的影响这三个过程进行总结。在认识上, 儿童更容易被机器人的拟人化外观吸引, 倾向基于兴趣来探索机器人, 并且将机器人视为生命或类生命体。在互动中, 儿童更愿意接受机器人为亲密伙伴, 容易向其寻求情感慰藉和保护欲, 但也可能会欺负机器人。通过与机器人互动, 儿童的认知和元认知能力、学习兴趣, 以及社交意愿和共情能力得到了发展; 然而, 由于机器人无法提供适当的诤言和反馈, 因此其有可能对儿童的社会性发展带来负面影响。未来需要拓展相关研究的设计、方法和深度, 尝试进行纵向和跨文化研究, 改进评估方法, 深入探讨儿童与机器人互动的原因和情境, 并注意涉及到的伦理问题。

关键词: 儿童, 机器人, 人机互动, 儿童发展

Abstract:

In recent years, with the surge in human-computer interaction research, children as a distinct user group have gained significant attention from researchers, leading to numerous studies on Child-Robots Interaction (CRI). Research in this domain can be summarized into three main processes: children's understanding of robots, their interaction with robots, and the impact of such interactions on children's development.

Firstly, children's understanding of robots can be categorized into observation, exploration, and comprehension phases. During the observation phase, the visual characteristics of robots make a profound impression on children, with anthropomorphic robots being particularly appealing to them. Concurrently, the social cues exhibited by robots stimulate children's interest and positive sentiments. In the exploration phase, children start to understand the functionalities of robots through basic interactions and delve further into their applications with guidance from adults. By the comprehension phase, while younger children might perceive robots as living entities, as they age and their cognition develops, they gradually discern the differences between robots and living organisms.

Secondly, during the interaction phase, children's nascent understanding of robots inclines them to engage more deeply, viewing robots as companions. Owing to children's more open-minded stance towards robots, their interactions are characterized by affection, protection, seeking guidance, emotional exchange, and even attachment. However, on the flip side, given that children's cognitive and judgmental abilities are not fully developed, they might treat excessively compliant robots in a negative manner.

Lastly, interactions with robots have had a positive influence on children's development. Robots offer an engaging, interactive, relaxed, and feedback-rich learning environment, facilitating the growth of children's cognition and metacognition. Moreover, as educational tools, robots present novel opportunities for children's learning, aiding them in gaining a deeper understanding of subjects. However, while interactions with robots may bolster children's social skills to some extent, robots cannot entirely replace genuine human companions. Robots that can't offer candid feedback might adversely impact children's social perceptions.

Regarding the CRI domain, several research challenges and questions remain. In terms of study design, future research should emphasize the differences in children's ages, adopting longitudinal tracking and cross-cultural comparisons. Methodologically, traditional evaluation methods, like questionnaires, may not wholly capture children's genuine perspectives, necessitating the development of more appropriate assessment tools. In terms of content, future studies should delve deeper into children's interactions with robots across various settings, particularly focusing on interactions in private environments, and further explore the underlying reasons and associated ethical issues.

Key words: children, robots, human-robot interaction, child development

中图分类号:

B844

邓士昌, 林子涵, 陆昱谦, 李象千. (2023). 智能时代的新玩伴：儿童与机器人的互动特征及其对儿童发展的影响. 心理科学进展 , 31(12), 2319-2336.

DENG Shichang, LIN Zihan, LU Yuqian, LI Xiangqian. (2023). New playmates in the age of intelligence: Characteristics of children’s interactions with robots and their impact on child development. Advances in Psychological Science, 31(12), 2319-2336.

图/表 1

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