Researchers at the Cognition and Language Development Lab tested three- and five-year-olds to see whether robots could be better teachers than people
From: Concordia University
March 28, 2023 -- Who
do children prefer to learn from? Previous research has shown that even infants
can identify the best informant. But would preschoolers prefer learning from a
competent robot over an incompetent human?
According to a new
paper by Concordia researchers published in the Journal of Cognition
and Development, the answer largely depends on age.
The study compared two
groups of preschoolers: one of three-year-olds, the other of five-year-olds.
The children participated in Zoom meetings featuring a video of a young woman
and a small robot with humanoid characteristics (head, face, torso, arms and
legs) called Nao sitting side by side. Between them were familiar objects that
the robot would label correctly while the human would label them incorrectly,
e.g., referring to a car as a book, a ball as a shoe and a cup as a dog.
Next, the two groups of
children were presented with unfamiliar items: the top of a turkey baster, a
roll of twine and a silicone muffin container. Both the robot and the human
used different nonsense terms like "mido," "toma,"
"fep" and "dax" to label the objects. The children were
then asked what the object was called, endorsing either the label offered by
the robot or by the human.
While the
three-year-olds showed no preference for one word over another, the
five-year-olds were much more likely to state the term provided by the robot
than the human.
"We can see that
by age five, children are choosing to learn from a competent teacher over
someone who is more familiar to them -- even if the competent teacher is a
robot," says the paper's lead author, PhD candidate Anna-Elisabeth
Baumann. Horizon Postdoctoral Fellow Elizabeth Goldman and undergraduate
research assistant Alexandra Meltzer also contributed to the study. Professor
and Concordia University Chair of Developmental Cybernetics Diane Poulin-Dubois
in the Department of Psychology supervised the study.
The researchers
repeated the experiments with new groups of three- and five-year-olds,
replacing the humanoid Nao with a small truck-shaped robot called Cozmo. The
results resembled those observed with the human-like robot, suggesting that the
robot's morphology does not affect the children's selective trust strategies.
Baumann adds that,
along with the labelling task, the researchers administered a naive biology
task. The children were asked if biological organs or mechanical gears formed
the internal parts of unfamiliar animals and robots. The three-year-olds
appeared confused, assigning both biological and mechanical internal parts to
the robots. However, the five-year-olds were much more likely to indicate that
only mechanical parts belonged inside the robots.
"This data tells
us that the children will choose to learn from a robot even though they know it
is not like them. They know that the robot is mechanical," says Baumann.
Being right is better
than being human
While there has been a
substantial amount of literature on the benefits of using robots as teaching
aides for children, the researchers note that most studies focus on a single
robot informant or two robots pitted against each other. This study, they
write, is the first to use both a human speaker and a robot to see if children
deem social affiliation and similarity more important than competency when
choosing which source to trust and learn from.
Poulin-Dubois points
out that this study builds on a previous paper she co-wrote with Goldman and Baumann.
That paper shows that by age five, children treat robots similarly to how
adults do, i.e., as depictions of social agents.
"Older
preschoolers know that robots have mechanical insides, but they still
anthropomorphize them. Like adults, these children attribute certain human-like
qualities to robots, such as the ability to talk, think and feel," she
says.
"It is important
to emphasize that we see robots as tools to study how children can learn from
both human and non-human agents," concludes Goldman. "As technology
use increases, and as children interact with technological devices more, it is
important for us to understand how technology can be a tool to help facilitate
their learning."
https://www.sciencedaily.com/releases/2023/03/230328145321.htm