Cristina Zaga

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An increasing number of applications for social robots focuses on learning and playing with children. One of the unanswered questions is what kind of social character a robot should have in order to positively engage children in a task. In this paper, we present a study on the effect of two different social characters of a robot (peer vs. tutor) on(More)
Since children (5-9 years old) are still developing their emotional and social skills, their social interactional behaviors in small groups might differ from adults’ interactional behaviors. In order to develop a robot that is able to support children performing collaborative tasks in small groups, it is necessary to gain a better understanding of how(More)
This paper addresses the issue of how personality recognition can be helpful for sentiment analysis. We exploited the corpus for sentiment analysis released for the SEMEVAL 2013, we automatically annotated personality labels by means of an unsupervised system for personality recognition. We validated the automatic annotation on a small set of Twitter users,(More)
In this note, we present minimal robot movements for robotic technology for children. Two types of minimal gaze movements were designed: social-gaze movements to communicate social engagement and deictic-gaze movements to communicate task-related referential information. In a two (social-gaze movements vs. none) by two (deictic-gaze movements vs. none)(More)
Manja Lohse Human Media Interaction University of Twente Enschede, The Netherlands m.lohse@utwente.nl Vanessa Evers Human Media Interaction University of Twente Enschede, The Netherlands v.evers@utwente.nl Abstract Imagine a room with toys scattered on the floor and a robot that is motivating a small group of children to tidy up. This scenario poses(More)
Robots are becoming part of children's care, entertainment, education, social assistance and therapy. A steadily growing body of Human-Robot Interaction (HRI) research shows that child-robot interaction (CRI) holds promises to support children's development in novel ways. However, research has shown that technologies that do not take into account children's(More)
In this paper, we present ongoing research combining two technologies to support children's cooperative interaction: interactive playgrounds and robots. We propose that interactive playgrounds are vehicles for playful cooperation when robots are integrated into the system as cooperative co-players. We developed the Hatch 'em all game, wherein children are(More)
In collaborative play, children exhibit different levels of engagement. Some children are engaged with other children while some play alone. In this study, we investigated multimodal detection of individual levels of engagement using a ranking method and non-verbal features: turn-taking and body movement. Firstly, we automatically extracted turn-taking and(More)