research-article

Designing Parent-child-robot Interactions to Facilitate In-Home Parental Math Talk with Young Children

Authors:

Nathan Thomas White,

Edward M. Hubbard,

Bilge MutluAuthors Info & Claims

IDC '23: Proceedings of the 22nd Annual ACM Interaction Design and Children Conference

Pages 355 - 366

https://doi.org/10.1145/3585088.3589358

Published: 19 June 2023 Publication History

Abstract

Parent-child interaction is critical for child development, yet parents may need guidance in some aspects of their engagement with their children. Current research on educational math robots focuses on child-robot interactions but falls short of including the parents and integrating the critical role they play in children’s learning. We explore how educational robots can be designed to facilitate parent-child conversations, focusing on math talk, a predictor of later math ability in children. We prototyped capabilities for a social robot to support math talk via reading and play activities and conducted an exploratory Wizard-of-Oz in-home study for parent-child interactions facilitated by a robot. Our findings yield insights into how parents were inspired by the robot’s prompts, their desired interaction styles and methods for the robot, and how they wanted to include the robot in the activities, leading to guidelines for the design of parent-child-robot interaction in educational contexts.

Supplemental Material

M4V File

Supplemental video for demonstrating interaction design for the robot in two different activities

Download
23.95 MB

References

[1]

Albert Bandura. 1962. Social learning through imitation. (1962).

[2]

Tony Belpaeme, James Kennedy, Aditi Ramachandran, Brian Scassellati, and Fumihide Tanaka. 2018. Social robots for education: A review. Science robotics 3, 21 (2018), eaat5954.

[3]

Jonnathan Berrezueta-Guzman, Ivan Pau, María-Luisa Martín-Ruiz, and Nuria Máximo-Bocanegra. 2020. Smart-home environment to support homework activities for children. IEEE Access 8 (2020), 160251–160267.

[4]

Belinda Blevins-Knabe and Ann M Berghout Austin. 2016. Early childhood mathematics skill development in the home environment. Springer.

[5]

Belinda Blevins-Knabe and Linda Musun-Miller. 1996. Number use at home by children and their parents and its relationship to early mathematical performance. Early Development and Parenting: An International Journal of Research and Practice 5, 1 (1996), 35–45.

[6]

LaVonda Brown and Ayanna M Howard. 2013. Engaging children in math education using a socially interactive humanoid robot. In 2013 13th IEEE-RAS International Conference on Humanoid Robots (Humanoids). IEEE, 183–188.

[7]

LaVonda N Brown and Ayanna M Howard. 2014. The positive effects of verbal encouragement in mathematics education using a social robot. In 2014 IEEE integrated STEM education conference. IEEE, 1–5.

[8]

Bengisu Cagiltay, Hui-Ru Ho, Joseph E Michaelis, and Bilge Mutlu. 2020. Investigating family perceptions and design preferences for an in-home robot. In Proceedings of the interaction design and children conference. 229–242.

Digital Library

[9]

Meng-Ying Chan, Yi-Hsuan Lin, Long-Fei Lin, Ting-Wei Lin, Wei-Che Hsu, Chia-yu Chang, Rui Liu, Ko-Yu Chang, Min-hua Lin, and Jane Yung-jen Hsu. 2017. WAKEY: Assisting Parent-child communication for better morning routines. In Proceedings of the 2017 ACM Conference on Computer Supported Cooperative Work and Social Computing. 2287–2299.

Digital Library

[10]

Huili Chen, Anastasia K Ostrowski, Soo Jung Jang, Cynthia Breazeal, and Hae Won Park. 2022. Designing Long-term Parent-child-robot Triadic Interaction at Home through Lived Technology Experiences and Interviews. In 2022 31st IEEE International Conference on Robot and Human Interactive Communication (RO-MAN). IEEE, 401–408.

Digital Library

[11]

Caitlyn Clabaugh, Kartik Mahajan, Shomik Jain, Roxanna Pakkar, David Becerra, Zhonghao Shi, Eric Deng, Rhianna Lee, Gisele Ragusa, and Maja Matarić. 2019. Long-term personalization of an in-home socially assistive robot for children with autism spectrum disorders. Frontiers in Robotics and AI 6 (2019), 110.

[12]

Victoria Clarke and Virginia Braun. 2014. Thematic analysis. In Encyclopedia of critical psychology. Springer, 1947–1952.

[13]

Daniel P Davison, Frances M Wijnen, Vicky Charisi, Jan van der Meij, Vanessa Evers, and Dennis Reidsma. 2020. Working with a social robot in school: a long-term real-world unsupervised deployment. In Proceedings of the 2020 ACM/IEEE International Conference on Human-Robot Interaction. 63–72.

Digital Library

[14]

Eric Dearing, Beth Casey, Pamela E Davis-Kean, Sarah Eason, Elizabeth Gunderson, Susan C Levine, Elida V Laski, Melissa Libertus, Linxi Lu, Caitlin McPherran Lombardi, 2022. Socioeconomic Variations in the Frequency of Parent Number Talk: A Meta-Analysis. Education Sciences 12, 5 (2022), 312.

[15]

Ann Dowker. 2021. Home Numeracy and Preschool Children’s Mathematical Development: Is Parental Mathematics Anxiety an Understudied Factor?. In Frontiers in Education, Vol. 6. Frontiers, 2.

[16]

Greg J Duncan, Chantelle J Dowsett, Amy Claessens, Katherine Magnuson, Aletha C Huston, Pamela Klebanov, Linda S Pagani, Leon Feinstein, Mimi Engel, Jeanne Brooks-Gunn, 2007. School readiness and later achievement.Developmental psychology 43, 6 (2007), 1428.

[17]

Sarah H Eason, Ariadne E Nelson, Eric Dearing, and Susan C Levine. 2021. Facilitating young children’s numeracy talk in play: The role of parent prompts. Journal of Experimental Child Psychology 207 (2021), 105124.

[18]

Sarah H Eason and Geetha B Ramani. 2020. Parent–child math talk about fractions during formal learning and guided play activities. Child development 91, 2 (2020), 546–562.

[19]

Leanne Elliott, Emily J Braham, and Melissa E Libertus. 2017. Understanding sources of individual variability in parents’ number talk with young children. Journal of Experimental Child Psychology 159 (2017), 1–15.

[20]

Mimi Engel, Amy Claessens, and Maida A Finch. 2013. Teaching students what they already know? The (mis) alignment between mathematics instructional content and student knowledge in kindergarten. Educational Evaluation and Policy Analysis 35, 2 (2013), 157–178.

[21]

Mimi Engel, Amy Claessens, Tyler Watts, and George Farkas. 2016. Mathematics content coverage and student learning in kindergarten. Educational researcher 45, 5 (2016), 293–300.

[22]

Claudia Galindo and Susan Sonnenschein. 2015. Decreasing the SES math achievement gap: Initial math proficiency and home learning environments. Contemporary Educational Psychology 43 (2015), 25–38.

[23]

Goren Gordon, Samuel Spaulding, Jacqueline Kory Westlund, Jin Joo Lee, Luke Plummer, Marayna Martinez, Madhurima Das, and Cynthia Breazeal. 2016. Affective personalization of a social robot tutor for children’s second language skills. In Proceedings of the AAAI conference on artificial intelligence, Vol. 30.

[24]

Elizabeth A Gunderson and Susan C Levine. 2011. Some types of parent number talk count more than others: Relations between parents’ input and children’s cardinal-number knowledge. Developmental science 14, 5 (2011), 1021–1032.

[25]

Erinn Hanner, Emily J Braham, Leanne Elliott, and Melissa E Libertus. 2019. Promoting math talk in adult–child interactions through grocery store signs. Mind, Brain, and Education 13, 2 (2019), 110–118.

[26]

Sara A Hart, Colleen M Ganley, and David J Purpura. 2016. Understanding the home math environment and its role in predicting parent report of children’s math skills. PloS one 11, 12 (2016), e0168227.

[27]

Zachary CK Hawes, Katie A Gilligan-Lee, and Kelly S Mix. 2022. Effects of spatial training on mathematics performance: A meta-analysis.Developmental Psychology 58, 1 (2022), 112.

[28]

Hui-Ru Ho, Bengisu Cagiltay, Nathan Thomas White, Edward M Hubbard, and Bilge Mutlu. 2021. RoboMath: Designing a Learning Companion Robot to Support Children’s Numerical Skills. In Interaction Design and Children. 283–293.

[29]

Tessa Johnson, Alexander P Burgoyne, Kelly S Mix, Christopher J Young, and Susan C Levine. 2022. Spatial and mathematics skills: Similarities and differences related to age, SES, and gender. Cognition 218 (2022), 104918.

[30]

Takayuki Kanda, Takayuki Hirano, Daniel Eaton, and Hiroshi Ishiguro. 2004. Interactive robots as social partners and peer tutors for children: A field trial. Human–Computer Interaction 19, 1-2 (2004), 61–84.

[31]

James Kennedy, Paul Baxter, Emmanuel Senft, and Tony Belpaeme. 2016. Social robot tutoring for child second language learning. In 2016 11th ACM/IEEE International Conference on Human-Robot Interaction (HRI). IEEE, 231–238.

[32]

Mathieu Le Corre and Susan Carey. 2007. One, two, three, four, nothing more: An investigation of the conceptual sources of the verbal counting principles. Cognition 105, 2 (2007), 395–438.

[33]

Christine P Lee, Bengisu Cagiltay, and Bilge Mutlu. 2022. The unboxing experience: Exploration and design of initial interactions between children and social robots. In Proceedings of the 2022 CHI conference on human factors in computing systems. 1–14.

Digital Library

[34]

Iolanda Leite, Marissa McCoy, Monika Lohani, Daniel Ullman, Nicole Salomons, Charlene Stokes, Susan Rivers, and Brian Scassellati. 2015. Emotional storytelling in the classroom: Individual versus group interaction between children and robots. In Proceedings of the Tenth Annual ACM/IEEE International Conference on Human-Robot Interaction. 75–82.

Digital Library

[35]

Susan C Levine, Kristin R Ratliff, Janellen Huttenlocher, and Joanna Cannon. 2012. Early puzzle play: a predictor of preschoolers’ spatial transformation skill.Developmental psychology 48, 2 (2012), 530.

[36]

Susan C Levine, Linda Whealton Suriyakham, Meredith L Rowe, Janellen Huttenlocher, and Elizabeth A Gunderson. 2010. What counts in the development of young children’s number knowledge?Developmental psychology 46, 5 (2010), 1309.

[37]

Diana Leyva, Melissa E Libertus, and Rebecca McGregor. 2021. Relations between Subdomains of Home Math Activities and Corresponding Math Skills in 4-Year-Old Children. Education Sciences 11, 10 (2021), 594.

[38]

Edgar Lopez-Caudana, Pedro Ponce, Luis Cervera, Sara Iza, and Nancy Mazon. 2018. Robotic platform for teaching maths in junior high school. International Journal on Interactive Design and Manufacturing (IJIDeM) 12, 4 (2018), 1349–1360.

[39]

Sam R McHugh, Maureen A Callanan, Kevin Weatherwax, Jennifer L Jipson, and Leila Takayama. 2021. Unusual artifacts: Linking parents’ STEM background and children’s animacy judgments to parent–child play with robots. Human Behavior and Emerging Technologies 3, 4 (2021), 525–539.

[40]

Joseph E Michaelis and Bilge Mutlu. 2018. Reading socially: Transforming the in-home reading experience with a learning-companion robot. Science Robotics 3, 21 (2018), eaat5999.

[41]

Joseph E Michaelis and Bilge Mutlu. 2019. Supporting interest in science learning with a social robot. In Proceedings of the 18th ACM International Conference on Interaction Design and Children. 71–82.

Digital Library

[42]

Kelly S Mix. 2019. Why are spatial skill and mathematics related?Child Development Perspectives 13, 2 (2019), 121–126.

[43]

Seong Ju Park, Jeong Hye Han, Bok Hyun Kang, and Kyung Chul Shin. 2011. Teaching assistant robot, ROBOSEM, in English class and practical issues for its diffusion. In Advanced Robotics and its Social Impacts. IEEE, 8–11.

[44]

Samantha Parsons and John Bynner. 2005. Does numeracy matter more? (2005).

[45]

David J Purpura, Amy R Napoli, Elizabeth A Wehrspann, and Zachary S Gold. 2017. Causal connections between mathematical language and mathematical knowledge: A dialogic reading intervention. Journal of Research on Educational Effectiveness 10, 1 (2017), 116–137.

[46]

Aditi Ramachandran, Sarah Strohkorb Sebo, and Brian Scassellati. 2019. Personalized robot tutoring using the assistive tutor pOMDP (AT-POMDP). In Proceedings of the AAAI Conference on Artificial Intelligence, Vol. 33. 8050–8057.

Digital Library

[47]

Emily Relkin, Madhu Govind, Jaclyn Tsiang, and Marina Bers. 2020. How parents support children’s informal learning experiences with robots. Journal of Research in STEM Education 6, 1 (2020), 39–51.

[48]

Barbara W Sarnecka and Charles E Wright. 2013. The idea of an exact number: Children’s understanding of cardinality and equinumerosity. Cognitive science 37, 8 (2013), 1493–1506.

[49]

Masahiro Shiomi, Takayuki Kanda, Iris Howley, Kotaro Hayashi, and Norihiro Hagita. 2015. Can a social robot stimulate science curiosity in classrooms?International Journal of Social Robotics 7, 5 (2015), 641–652.

[50]

Seung-Hee Claire Son and Jin Hee Hur. 2020. Parental Math Talk During Home Cooking and Math Skills in Head Start Children: The Role of Task Management Talk. Journal of Research in Childhood Education 34, 3 (2020), 406–426.

[51]

Sarah Strohkorb, Iolanda Leite, Natalie Warren, and Brian Scassellati. 2015. Classification of children’s social dominance in group interactions with robots. In Proceedings of the 2015 ACM on International Conference on Multimodal Interaction. 227–234.

Digital Library

[52]

Maria Ines Susperreguy and Pamela E Davis-Kean. 2016. Maternal math talk in the home and math skills in preschool children. Early Education and Development 27, 6 (2016), 841–857.

[53]

Jyothi Thippana, Leanne Elliott, Sarah Gehman, Klaus Libertus, and Melissa E Libertus. 2020. Parents’ use of number talk with young children: Comparing methods, family factors, activity contexts, and relations to math skills. Early Childhood Research Quarterly 53 (2020), 249–259.

[54]

Maureen Vandermaas-Peeler, Larissa Ferretti, and Sara Loving. 2012. Playing the ladybug game: Parent guidance of young children’s numeracy activities. Early Child Development and Care 182, 10 (2012), 1289–1307.

[55]

Maureen Vandermaas-Peeler, Jackie Nelson, Charity Bumpass, and Bianca Sassine. 2009. Numeracy-related exchanges in joint storybook reading and play. International Journal of Early Years Education 17, 1 (2009), 67–84.

[56]

J Kory Westlund, Leah Dickens, Sooyeon Jeong, Paul Harris, David DeSteno, and Cynthia Breazeal. 2015. A comparison of children learning new words from robots, tablets, & people. In Proceedings of the 1st international conference on social robots in therapy and education.

[57]

Karen Wynn. 1992. Children’s acquisition of the number words and the counting system. Cognitive psychology 24, 2 (1992), 220–251.

[58]

Hsiu-Ping Yueh, Weijane Lin, S-Chen Wang, and Li-Chen Fu. 2020. Reading with robot and human companions in library literacy activities: A comparison study. British Journal of Educational Technology 51, 5 (2020), 1884–1900.

Cited By

Lee CPraveena PMutlu B(2024)REX: Designing User-centered Repair and Explanations to Address Robot FailuresProceedings of the 2024 ACM Designing Interactive Systems Conference10.1145/3643834.3661559(2911-2925)Online publication date: 1-Jul-2024
https://dl.acm.org/doi/10.1145/3643834.3661559
Zhang CLiu XZiska KJeon SYu CXu Y(2024)Mathemyths: Leveraging Large Language Models to Teach Mathematical Language through Child-AI Co-Creative StorytellingProceedings of the 2024 CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642647(1-23)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3613904.3642647
Gvirsman OGordon GGrollman DBroadbent EJu WSoh HWilliams T(2024)Investigating Causality in Parent-Toddler-Robot InteractionCompanion of the 2024 ACM/IEEE International Conference on Human-Robot Interaction10.1145/3610978.3640661(502-506)Online publication date: 11-Mar-2024
https://dl.acm.org/doi/10.1145/3610978.3640661

Index Terms

Designing Parent-child-robot Interactions to Facilitate In-Home Parental Math Talk with Young Children
1. Applied computing
  1. Education
    1. Interactive learning environments
2. Human-centered computing
  1. Human computer interaction (HCI)
    1. HCI design and evaluation methods
      1. Field studies

Recommendations

Parent and child problematic media use: The role of maternal postpartum depression and dysfunctional parent-child interactions in young children
Abstract
Problematic media use, or media use that interferes with daily functioning, is most often studied in adolescent or young adult age groups. Less research has examined problematic media use within the family system, among parents and ...
Highlights
- Problematic media use is seen in children as young as 3–4 years old and in their parents.
A parental perspective on apps for young children

Touchscreen applications (apps) for young children have seen increasingly high rates of growth with more than a hundred thousand now available apps. As with other media, parents play a key role in young children's app selection and use. However, to date,...
Loneliness, parent-child communication and cyberbullying victimization among Spanish youths

Cyberbullying has been recognized as an important risk factor for mental health. Few studies have analyzed relationships between family variables and cyberbullying victimization. This ex post facto study analyze the relationships between loneliness, ...

Comments

Information & Contributors

Information

Published In

cover image ACM Conferences

IDC '23: Proceedings of the 22nd Annual ACM Interaction Design and Children Conference

June 2023

824 pages

ISBN:9798400701313

DOI:10.1145/3585088

Copyright © 2023 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than the author(s) must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected].

Sponsors

SIGCHI: ACM Special Interest Group on Computer-Human Interaction

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 19 June 2023

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article
Research
Refereed limited

Data Availability

Supplemental video for demonstrating interaction design for the robot in two different activities https://dl.acm.org/doi/10.1145/3585088.3589358#RoboMath-new.m4v

Conference

IDC '23

Sponsor:

SIGCHI

IDC '23: Interaction Design and Children

June 19 - 23, 2023

IL, Chicago, USA

Acceptance Rates

Overall Acceptance Rate 172 of 578 submissions, 30%

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

3
Total Citations
View Citations
258
Total Downloads

Downloads (Last 12 months)180
Downloads (Last 6 weeks)14

Reflects downloads up to 11 Jan 2025

Other Metrics

View Author Metrics

Citations

Cited By

Lee CPraveena PMutlu B(2024)REX: Designing User-centered Repair and Explanations to Address Robot FailuresProceedings of the 2024 ACM Designing Interactive Systems Conference10.1145/3643834.3661559(2911-2925)Online publication date: 1-Jul-2024
https://dl.acm.org/doi/10.1145/3643834.3661559
Zhang CLiu XZiska KJeon SYu CXu Y(2024)Mathemyths: Leveraging Large Language Models to Teach Mathematical Language through Child-AI Co-Creative StorytellingProceedings of the 2024 CHI Conference on Human Factors in Computing Systems10.1145/3613904.3642647(1-23)Online publication date: 11-May-2024
https://dl.acm.org/doi/10.1145/3613904.3642647
Gvirsman OGordon GGrollman DBroadbent EJu WSoh HWilliams T(2024)Investigating Causality in Parent-Toddler-Robot InteractionCompanion of the 2024 ACM/IEEE International Conference on Human-Robot Interaction10.1145/3610978.3640661(502-506)Online publication date: 11-Mar-2024
https://dl.acm.org/doi/10.1145/3610978.3640661

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

View options

PDF

View or Download as a PDF file.

eReader

View online with eReader.

HTML Format

View this article in HTML Format.

Media

Figures

Other

Tables

View Table of Contents