Gordon, G., Breazeal, C., Engel, S.

Abstract

Curiosity is key to learning, yet school children show wide variability in their eagerness to acquire information. Recent research suggests that other people have a strong influence on children's exploratory behavior. Would a curious robot elicit children's exploration and the desire to find out new things? In order to answer this question we designed a novel experimental paradigm in which a child plays an education tablet app with an autonomous social robot, which is portrayed as a younger peer. We manipulated the robot's behavior to be either curiosity-driven or not and measured the child's curiosity after the interaction. We show that some of the child's curiosity measures are significantly higher after interacting with a curious robot, compared to a non-curious one, while others do not. These results suggest that interacting with an autonomous social curious robot can selectively guide and promote children's curiosity.