---
_id: '57465'
abstract:
- lang: eng
text: Shy children are characterised by reserved communicative behaviour,
especially in novel situations or when interacting with unfamiliar interlocutors.
Many of the contextual elicitors that trigger typical patterns of shyness reactions
in children, such as gaze aversion, a more distant approach, or general hesitation,
may be present in typical laboratory settings or in standardised testing situations,
for example, language assessment tests. In our chapter, we review recent studies
that operationalise shy children’s communicative behaviour at verbal and nonverbal
levels with different social partners, such as humans or social robots, as interaction
partners, providing practitioners with a sound overview of communicative signals
that are challenging to capture and measure in practical settings. From this,
we derive critical implications for the design of testing situations for children
that allow them to unfold their communicative potential and demonstrate their
linguistic competence, taking into account their individual temperamental characteristics.
author:
- first_name: Franziska E.
full_name: Viertel, Franziska E.
last_name: Viertel
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
citation:
ama: 'Viertel FE, Tolksdorf NF. Multimodal Communicative Behaviours in Shy Children
in Assessment Situations and Social Evaluative Contexts. In: Contemporary Issues
in Early Childhood Education and Care. IntechOpen; 2024. doi:10.5772/intechopen.1007668'
apa: Viertel, F. E., & Tolksdorf, N. F. (2024). Multimodal Communicative Behaviours
in Shy Children in Assessment Situations and Social Evaluative Contexts. In Contemporary
Issues in Early Childhood Education and Care. IntechOpen. https://doi.org/10.5772/intechopen.1007668
bibtex: '@inbook{Viertel_Tolksdorf_2024, title={Multimodal Communicative Behaviours
in Shy Children in Assessment Situations and Social Evaluative Contexts}, DOI={10.5772/intechopen.1007668},
booktitle={Contemporary Issues in Early Childhood Education and Care}, publisher={IntechOpen},
author={Viertel, Franziska E. and Tolksdorf, Nils Frederik}, year={2024} }'
chicago: Viertel, Franziska E., and Nils Frederik Tolksdorf. “Multimodal Communicative
Behaviours in Shy Children in Assessment Situations and Social Evaluative Contexts.”
In Contemporary Issues in Early Childhood Education and Care. IntechOpen,
2024. https://doi.org/10.5772/intechopen.1007668.
ieee: F. E. Viertel and N. F. Tolksdorf, “Multimodal Communicative Behaviours in
Shy Children in Assessment Situations and Social Evaluative Contexts,” in Contemporary
Issues in Early Childhood Education and Care, IntechOpen, 2024.
mla: Viertel, Franziska E., and Nils Frederik Tolksdorf. “Multimodal Communicative
Behaviours in Shy Children in Assessment Situations and Social Evaluative Contexts.”
Contemporary Issues in Early Childhood Education and Care, IntechOpen,
2024, doi:10.5772/intechopen.1007668.
short: 'F.E. Viertel, N.F. Tolksdorf, in: Contemporary Issues in Early Childhood
Education and Care, IntechOpen, 2024.'
date_created: 2024-11-28T08:32:09Z
date_updated: 2024-11-28T08:41:58Z
department:
- _id: '115'
doi: 10.5772/intechopen.1007668
language:
- iso: eng
publication: Contemporary Issues in Early Childhood Education and Care
publication_status: published
publisher: IntechOpen
quality_controlled: '1'
status: public
title: Multimodal Communicative Behaviours in Shy Children in Assessment Situations
and Social Evaluative Contexts
type: book_chapter
user_id: '43289'
year: '2024'
...
---
_id: '53330'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Eugenia
full_name: Wildt, Eugenia
last_name: Wildt
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Wildt E, Rohlfing K. Preschoolers’ Interactions with Social
Robots: Investigating the Potential for Eliciting Metatalk and Critical Technological
Thinking. In: Companion of the 2024 ACM/IEEE International Conference on Human-Robot
Interaction. ACM; 2024:1053-1057. doi:10.1145/3610978.3640654'
apa: 'Tolksdorf, N. F., Wildt, E., & Rohlfing, K. (2024). Preschoolers’ Interactions
with Social Robots: Investigating the Potential for Eliciting Metatalk and Critical
Technological Thinking. Companion of the 2024 ACM/IEEE International Conference
on Human-Robot Interaction, 1053–1057. https://doi.org/10.1145/3610978.3640654'
bibtex: '@inproceedings{Tolksdorf_Wildt_Rohlfing_2024, title={Preschoolers’ Interactions
with Social Robots: Investigating the Potential for Eliciting Metatalk and Critical
Technological Thinking}, DOI={10.1145/3610978.3640654},
booktitle={Companion of the 2024 ACM/IEEE International Conference on Human-Robot
Interaction}, publisher={ACM}, author={Tolksdorf, Nils Frederik and Wildt, Eugenia
and Rohlfing, Katharina}, year={2024}, pages={1053–1057} }'
chicago: 'Tolksdorf, Nils Frederik, Eugenia Wildt, and Katharina Rohlfing. “Preschoolers’
Interactions with Social Robots: Investigating the Potential for Eliciting Metatalk
and Critical Technological Thinking.” In Companion of the 2024 ACM/IEEE International
Conference on Human-Robot Interaction, 1053–57. ACM, 2024. https://doi.org/10.1145/3610978.3640654.'
ieee: 'N. F. Tolksdorf, E. Wildt, and K. Rohlfing, “Preschoolers’ Interactions with
Social Robots: Investigating the Potential for Eliciting Metatalk and Critical
Technological Thinking,” in Companion of the 2024 ACM/IEEE International Conference
on Human-Robot Interaction, 2024, pp. 1053–1057, doi: 10.1145/3610978.3640654.'
mla: 'Tolksdorf, Nils Frederik, et al. “Preschoolers’ Interactions with Social Robots:
Investigating the Potential for Eliciting Metatalk and Critical Technological
Thinking.” Companion of the 2024 ACM/IEEE International Conference on Human-Robot
Interaction, ACM, 2024, pp. 1053–57, doi:10.1145/3610978.3640654.'
short: 'N.F. Tolksdorf, E. Wildt, K. Rohlfing, in: Companion of the 2024 ACM/IEEE
International Conference on Human-Robot Interaction, ACM, 2024, pp. 1053–1057.'
date_created: 2024-04-07T12:44:15Z
date_updated: 2024-11-28T08:39:38Z
department:
- _id: '115'
doi: 10.1145/3610978.3640654
language:
- iso: eng
page: 1053-1057
publication: Companion of the 2024 ACM/IEEE International Conference on Human-Robot
Interaction
publication_identifier:
isbn:
- '9798400703232'
publication_status: published
publisher: ACM
quality_controlled: '1'
status: public
title: 'Preschoolers'' Interactions with Social Robots: Investigating the Potential
for Eliciting Metatalk and Critical Technological Thinking'
type: conference
user_id: '43289'
year: '2024'
...
---
_id: '57466'
abstract:
- lang: eng
text: Nowadays, from early on, children are exposed to technology and media,
and six-month-olds are even expected to use some. There is a wide range of products
for babies and toddlers. This article reviews the current state of the art, examining
the robustness of word knowledge learned using technologies such as e-books, computer
games, digital pens, and social robots, and how individual differences among children
impact language learning with technology. It aligns with interactive learning
theories, positing that learners need to engage in an interaction in order to
construct new knowledge.
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Eugenia
full_name: Wildt, Eugenia
id: '32642'
last_name: Wildt
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
citation:
ama: Rohlfing K, Wildt E, Tolksdorf NF. Language Learning with Media and Technology
in (Early) Childhood. Dzieciństwo Literatura i Kultura. 2024;6(1):35-69.
doi:10.32798/dlk.1376
apa: Rohlfing, K., Wildt, E., & Tolksdorf, N. F. (2024). Language Learning with
Media and Technology in (Early) Childhood. Dzieciństwo. Literatura i Kultura,
6(1), 35–69. https://doi.org/10.32798/dlk.1376
bibtex: '@article{Rohlfing_Wildt_Tolksdorf_2024, title={Language Learning with Media
and Technology in (Early) Childhood}, volume={6}, DOI={10.32798/dlk.1376},
number={1}, journal={Dzieciństwo. Literatura i Kultura}, publisher={University
of Warsaw}, author={Rohlfing, Katharina and Wildt, Eugenia and Tolksdorf, Nils
Frederik}, year={2024}, pages={35–69} }'
chicago: 'Rohlfing, Katharina, Eugenia Wildt, and Nils Frederik Tolksdorf. “Language
Learning with Media and Technology in (Early) Childhood.” Dzieciństwo. Literatura
i Kultura 6, no. 1 (2024): 35–69. https://doi.org/10.32798/dlk.1376.'
ieee: 'K. Rohlfing, E. Wildt, and N. F. Tolksdorf, “Language Learning with Media
and Technology in (Early) Childhood,” Dzieciństwo. Literatura i Kultura,
vol. 6, no. 1, pp. 35–69, 2024, doi: 10.32798/dlk.1376.'
mla: Rohlfing, Katharina, et al. “Language Learning with Media and Technology in
(Early) Childhood.” Dzieciństwo. Literatura i Kultura, vol. 6, no. 1, University
of Warsaw, 2024, pp. 35–69, doi:10.32798/dlk.1376.
short: K. Rohlfing, E. Wildt, N.F. Tolksdorf, Dzieciństwo. Literatura i Kultura
6 (2024) 35–69.
date_created: 2024-11-28T08:37:05Z
date_updated: 2024-11-28T08:44:39Z
department:
- _id: '115'
doi: 10.32798/dlk.1376
intvolume: ' 6'
issue: '1'
language:
- iso: eng
page: 35-69
publication: Dzieciństwo. Literatura i Kultura
publication_identifier:
issn:
- 2657-9510
publication_status: published
publisher: University of Warsaw
quality_controlled: '1'
status: public
title: Language Learning with Media and Technology in (Early) Childhood
type: journal_article
user_id: '43289'
volume: 6
year: '2024'
...
---
_id: '57609'
author:
- first_name: Valeriia
full_name: Tykhonenko, Valeriia
last_name: Tykhonenko
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tykhonenko V, Tolksdorf NF, Rohlfing K. How turn-timing can inform about becoming
familiar with a task and its changes: a study of shy and less shy four-year-old
children. In: Proceedings of the Annual Meeting of the Cognitive Science Society,
46. ; 2024.'
apa: 'Tykhonenko, V., Tolksdorf, N. F., & Rohlfing, K. (2024). How turn-timing
can inform about becoming familiar with a task and its changes: a study of shy
and less shy four-year-old children. Proceedings of the Annual Meeting of the
Cognitive Science Society, 46.'
bibtex: '@inproceedings{Tykhonenko_Tolksdorf_Rohlfing_2024, title={How turn-timing
can inform about becoming familiar with a task and its changes: a study of shy
and less shy four-year-old children.}, booktitle={Proceedings of the Annual Meeting
of the Cognitive Science Society, 46}, author={Tykhonenko, Valeriia and Tolksdorf,
Nils Frederik and Rohlfing, Katharina}, year={2024} }'
chicago: 'Tykhonenko, Valeriia, Nils Frederik Tolksdorf, and Katharina Rohlfing.
“How Turn-Timing Can Inform about Becoming Familiar with a Task and Its Changes:
A Study of Shy and Less Shy Four-Year-Old Children.” In Proceedings of the
Annual Meeting of the Cognitive Science Society, 46, 2024.'
ieee: 'V. Tykhonenko, N. F. Tolksdorf, and K. Rohlfing, “How turn-timing can inform
about becoming familiar with a task and its changes: a study of shy and less shy
four-year-old children.,” 2024.'
mla: 'Tykhonenko, Valeriia, et al. “How Turn-Timing Can Inform about Becoming Familiar
with a Task and Its Changes: A Study of Shy and Less Shy Four-Year-Old Children.”
Proceedings of the Annual Meeting of the Cognitive Science Society, 46,
2024.'
short: 'V. Tykhonenko, N.F. Tolksdorf, K. Rohlfing, in: Proceedings of the Annual
Meeting of the Cognitive Science Society, 46, 2024.'
date_created: 2024-12-07T04:27:36Z
date_updated: 2024-12-07T04:27:45Z
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://escholarship.org/uc/item/26b984sz
oa: '1'
publication: Proceedings of the Annual Meeting of the Cognitive Science Society, 46
status: public
title: 'How turn-timing can inform about becoming familiar with a task and its changes:
a study of shy and less shy four-year-old children.'
type: conference
user_id: '50352'
year: '2024'
...
---
_id: '58684'
abstract:
- lang: ger
text: Die Forschung zum kindlichen Wortlernen hat in den letzten Jahren aufgezeigt,
dass der Erwerb eines neuen Wortes durch Prozessualität gekennzeichnet ist. Ein
aktuelles Forschungsinteresse richtet sich in diesem Zusammenhang auf die Frage,
inwieweit die längerfristigen kontextuellen Gegebenheiten diesen Lernprozess beeinflussen
und ob der Erwerbsprozess durch stabile kontextuelle Bedingungen oder durch kontextuelle
Variabilität begünstigt wird. Während sich bisherige Arbeiten in dieser Hinsicht
vornehmlich auf isolierte Kontextfaktoren konzentrierten, rückt dieser Band die
rahmende soziale Handlung und die beteiligten interaktiven Prozesse in den Mittelpunkt.
Er zielt darauf ab, die Auswirkungen langfristiger Kontextbedingungen auf das
Wortlernen von Vorschulkindern mit sozialen Robotern und menschlichen Interaktionspartnern
systematisch zu untersuchen.
alternative_title:
- Der Einfluss einer systematischen Variation des pragmatischen Rahmens auf das langfristige
Lernen morphologisch komplexer Wörter von Vorschulkindern
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
citation:
ama: Tolksdorf NF. Wortlernen mit sozialen Robotern. A. Francke Verlag; 2024.
doi:10.24053/9783381114528
apa: Tolksdorf, N. F. (2024). Wortlernen mit sozialen Robotern. A. Francke
Verlag. https://doi.org/10.24053/9783381114528
bibtex: '@book{Tolksdorf_2024, title={Wortlernen mit sozialen Robotern}, DOI={10.24053/9783381114528}, publisher={A.
Francke Verlag}, author={Tolksdorf, Nils Frederik}, year={2024} }'
chicago: Tolksdorf, Nils Frederik. Wortlernen mit sozialen Robotern. A. Francke
Verlag, 2024. https://doi.org/10.24053/9783381114528.
ieee: N. F. Tolksdorf, Wortlernen mit sozialen Robotern. A. Francke Verlag,
2024.
mla: Tolksdorf, Nils Frederik. Wortlernen mit sozialen Robotern. A. Francke
Verlag, 2024, doi:10.24053/9783381114528.
short: N.F. Tolksdorf, Wortlernen mit sozialen Robotern, A. Francke Verlag, 2024.
date_created: 2025-02-18T09:16:33Z
date_updated: 2025-02-18T09:17:59Z
department:
- _id: '115'
doi: 10.24053/9783381114528
language:
- iso: ger
publication_identifier:
isbn:
- '9783381114528'
- '9783381114511'
publication_status: published
publisher: A. Francke Verlag
status: public
title: Wortlernen mit sozialen Robotern
type: book
user_id: '43289'
year: '2024'
...
---
_id: '34703'
abstract:
- lang: eng
text: 'One of the many purposes for which social robots are designed is
education, and there have been many attempts to systematize their potential in
this field. What these attempts have in common is the recognition that learning
can be supported in a variety of ways because a learner can be engaged in different
activities that foster learning. Up to now, three roles have been proposed when
designing these activities for robots: as a teacher or tutor, a learning peer,
or a novice. Current research proposes that deciding in favor of one role over
another depends on the content or preferred pedagogical form. However, the design
of activities changes not only the content of learning, but also the nature of
a human–robot social relationship. This is particularly important in language
acquisition, which has been recognized as a social endeavor. The following review
aims to specify the differences in human–robot social relationships when children
learn language through interacting with a social robot. After proposing categories
for comparing these different relationships, we review established and more specific,
innovative roles that a robot can play in language-learning scenarios. This follows
Mead’s (1946) theoretical approach proposing that social
roles are performed in interactive acts. These acts are crucial for learning,
because not only can they shape the social environment of learning but also engage
the learner to different degrees. We specify the degree of engagement by referring
to Chi’s (2009) progression of learning activities that
range from active, constructive, toward interactive with the latter fostering
deeper learning. Taken together, this approach enables us to compare and evaluate
different human–robot social relationships that arise when applying a robot in
a particular social role.'
author:
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Nicole
full_name: Altvater-Mackensen, Nicole
last_name: Altvater-Mackensen
- first_name: Nathan
full_name: Caruana, Nathan
last_name: Caruana
- first_name: Rianne
full_name: van den Berghe, Rianne
last_name: van den Berghe
- first_name: Barbara
full_name: Bruno, Barbara
last_name: Bruno
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Adriana
full_name: Hanulíková, Adriana
last_name: Hanulíková
citation:
ama: Rohlfing K, Altvater-Mackensen N, Caruana N, et al. Social/dialogical roles
of social robots in supporting children’s learning of language and literacy—A
review and analysis of innovative roles. Frontiers in Robotics and AI.
2022;9. doi:10.3389/frobt.2022.971749
apa: Rohlfing, K., Altvater-Mackensen, N., Caruana, N., van den Berghe, R., Bruno,
B., Tolksdorf, N. F., & Hanulíková, A. (2022). Social/dialogical roles of
social robots in supporting children’s learning of language and literacy—A review
and analysis of innovative roles. Frontiers in Robotics and AI, 9.
https://doi.org/10.3389/frobt.2022.971749
bibtex: '@article{Rohlfing_Altvater-Mackensen_Caruana_van den Berghe_Bruno_Tolksdorf_Hanulíková_2022,
title={Social/dialogical roles of social robots in supporting children’s learning
of language and literacy—A review and analysis of innovative roles}, volume={9},
DOI={10.3389/frobt.2022.971749},
journal={Frontiers in Robotics and AI}, publisher={Frontiers Media SA}, author={Rohlfing,
Katharina and Altvater-Mackensen, Nicole and Caruana, Nathan and van den Berghe,
Rianne and Bruno, Barbara and Tolksdorf, Nils Frederik and Hanulíková, Adriana},
year={2022} }'
chicago: Rohlfing, Katharina, Nicole Altvater-Mackensen, Nathan Caruana, Rianne
van den Berghe, Barbara Bruno, Nils Frederik Tolksdorf, and Adriana Hanulíková.
“Social/Dialogical Roles of Social Robots in Supporting Children’s Learning of
Language and Literacy—A Review and Analysis of Innovative Roles.” Frontiers
in Robotics and AI 9 (2022). https://doi.org/10.3389/frobt.2022.971749.
ieee: 'K. Rohlfing et al., “Social/dialogical roles of social robots in supporting
children’s learning of language and literacy—A review and analysis of innovative
roles,” Frontiers in Robotics and AI, vol. 9, 2022, doi: 10.3389/frobt.2022.971749.'
mla: Rohlfing, Katharina, et al. “Social/Dialogical Roles of Social Robots in Supporting
Children’s Learning of Language and Literacy—A Review and Analysis of Innovative
Roles.” Frontiers in Robotics and AI, vol. 9, Frontiers Media SA, 2022,
doi:10.3389/frobt.2022.971749.
short: K. Rohlfing, N. Altvater-Mackensen, N. Caruana, R. van den Berghe, B. Bruno,
N.F. Tolksdorf, A. Hanulíková, Frontiers in Robotics and AI 9 (2022).
date_created: 2022-12-21T11:23:46Z
date_updated: 2024-11-28T08:40:10Z
department:
- _id: '749'
doi: 10.3389/frobt.2022.971749
intvolume: ' 9'
keyword:
- Artificial Intelligence
- Computer Science Applications
language:
- iso: eng
publication: Frontiers in Robotics and AI
publication_identifier:
issn:
- 2296-9144
publication_status: published
publisher: Frontiers Media SA
quality_controlled: '1'
status: public
title: Social/dialogical roles of social robots in supporting children’s learning
of language and literacy—A review and analysis of innovative roles
type: journal_article
user_id: '43289'
volume: 9
year: '2022'
...
---
_id: '30952'
abstract:
- lang: eng
text: In child-robot interaction research, many studies pursue the goal to support
children's language development. While research in human-human interaction suggests
that changing human partners during children's language learning can reduce their
recall performance of the learning content, little is known whether a change in
social robots as interaction partners influence children's learning in the same
way. In this paper, we present findings from a word learning study, in which we
changed the robotic partner for one group of children while the other group interacted
with the same robot. Contrary to work with human social partners, we found that
children did not retrieve words differently when interacting with different humanoid
robots as their social interaction partners.
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Dirk
full_name: Hönemann, Dirk
last_name: Hönemann
- first_name: Franziska E.
full_name: Viertel, Franziska E.
last_name: Viertel
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Hönemann D, Viertel FE, Rohlfing K. Who is that?! Does Changing
the Robot as a Learning Companion Impact Preschoolers’Language Learning?
In: Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot
Interaction. ; 2022:1069-1074. doi:10.5555/3523760.3523937'
apa: Tolksdorf, N. F., Hönemann, D., Viertel, F. E., & Rohlfing, K. (2022).
Who is that?! Does Changing the Robot as a Learning Companion Impact
Preschoolers’Language Learning? Proceedings of the 2022 ACM/IEEE International
Conference on Human-Robot Interaction, 1069–1074. https://doi.org/10.5555/3523760.3523937
bibtex: '@inproceedings{Tolksdorf_Hönemann_Viertel_Rohlfing_2022, title={Who is
that?! Does Changing the Robot as a Learning Companion Impact Preschoolers’Language
Learning?}, DOI={10.5555/3523760.3523937},
booktitle={Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot
Interaction}, author={Tolksdorf, Nils Frederik and Hönemann, Dirk and Viertel,
Franziska E. and Rohlfing, Katharina}, year={2022}, pages={1069–1074} }'
chicago: Tolksdorf, Nils Frederik, Dirk Hönemann, Franziska E. Viertel, and Katharina
Rohlfing. “Who Is That?! Does Changing the Robot as a Learning Companion
Impact Preschoolers’Language Learning?” In Proceedings of the 2022 ACM/IEEE
International Conference on Human-Robot Interaction, 1069–74, 2022. https://doi.org/10.5555/3523760.3523937.
ieee: 'N. F. Tolksdorf, D. Hönemann, F. E. Viertel, and K. Rohlfing, “Who is that?!
Does Changing the Robot as a Learning Companion Impact Preschoolers’Language
Learning?,” in Proceedings of the 2022 ACM/IEEE International Conference on
Human-Robot Interaction, Sapporo Hokkaido, Japan, 2022, pp. 1069–1074, doi:
10.5555/3523760.3523937.'
mla: Tolksdorf, Nils Frederik, et al. “Who Is That?! Does Changing the Robot
as a Learning Companion Impact Preschoolers’Language Learning?” Proceedings
of the 2022 ACM/IEEE International Conference on Human-Robot Interaction,
2022, pp. 1069–74, doi:10.5555/3523760.3523937.
short: 'N.F. Tolksdorf, D. Hönemann, F.E. Viertel, K. Rohlfing, in: Proceedings
of the 2022 ACM/IEEE International Conference on Human-Robot Interaction, 2022,
pp. 1069–1074.'
conference:
location: Sapporo Hokkaido, Japan
name: ACM/IEEE International Conference on Human-Robot Interaction
date_created: 2022-04-27T06:36:53Z
date_updated: 2024-11-28T08:40:35Z
department:
- _id: '115'
- _id: '749'
doi: 10.5555/3523760.3523937
language:
- iso: eng
main_file_link:
- url: https://dl.acm.org/doi/abs/10.5555/3523760.3523937
page: 1069-1074
publication: Proceedings of the 2022 ACM/IEEE International Conference on Human-Robot
Interaction
quality_controlled: '1'
status: public
title: Who is that?! Does Changing the Robot as a Learning Companion Impact Preschoolers’Language
Learning?
type: conference
user_id: '43289'
year: '2022'
...
---
_id: '24901'
abstract:
- lang: eng
text: 'AbstractIn child–robot interaction (cHRI)
research, many studies pursue the goal to develop interactive systems that can
be applied in everyday settings. For early education, increasingly, the setting
of a kindergarten is targeted. However, when cHRI and research are brought into
a kindergarten, a range of ethical and related procedural aspects have to be considered
and dealt with. While ethical models elaborated within other human–robot interaction
settings, e.g., assisted living contexts, can provide some important indicators
for relevant issues, we argue that it is important to start developing a systematic
approach to identify and tackle those ethical issues which rise with cHRI in kindergarten
settings on a more global level and address the impact of the technology from
a macroperspective beyond the effects on the individual. Based on our experience
in conducting studies with children in general and pedagogical considerations
on the role of the institution of kindergarten in specific, in this paper, we
enfold some relevant aspects that have barely been addressed in an explicit way
in current cHRI research. Four areas are analyzed and key ethical issues are identified
in each area: (1) the institutional setting of a kindergarten, (2) children as
a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With
our considerations, we aim at (i) broadening the methodology of the current studies
within the area of cHRI, (ii) revalidate it based on our comprehensive empirical
experience with research in kindergarten settings, both laboratory and real-world
contexts, and (iii) provide a framework for the development of a more systematic
approach to address the ethical issues in cHRI research within kindergarten settings.'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Scarlet
full_name: Siebert, Scarlet
last_name: Siebert
- first_name: Isabel
full_name: Zorn, Isabel
last_name: Zorn
- first_name: Ilona
full_name: Horwath, Ilona
id: '68836'
last_name: Horwath
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Siebert S, Zorn I, Horwath I, Rohlfing KJ. Ethical Considerations
of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective.
International Journal of Social Robotics. Published online 2021:129-140.
doi:10.1007/s12369-020-00622-3'
apa: 'Tolksdorf, N. F., Siebert, S., Zorn, I., Horwath, I., & Rohlfing, K. J.
(2021). Ethical Considerations of Applying Robots in Kindergarten Settings: Towards
an Approach from a Macroperspective. International Journal of Social Robotics,
129–140. https://doi.org/10.1007/s12369-020-00622-3'
bibtex: '@article{Tolksdorf_Siebert_Zorn_Horwath_Rohlfing_2021, title={Ethical Considerations
of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective},
DOI={10.1007/s12369-020-00622-3},
journal={International Journal of Social Robotics}, author={Tolksdorf, Nils Frederik
and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina
J.}, year={2021}, pages={129–140} }'
chicago: 'Tolksdorf, Nils Frederik, Scarlet Siebert, Isabel Zorn, Ilona Horwath,
and Katharina J. Rohlfing. “Ethical Considerations of Applying Robots in Kindergarten
Settings: Towards an Approach from a Macroperspective.” International Journal
of Social Robotics, 2021, 129–40. https://doi.org/10.1007/s12369-020-00622-3.'
ieee: 'N. F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, and K. J. Rohlfing, “Ethical
Considerations of Applying Robots in Kindergarten Settings: Towards an Approach
from a Macroperspective,” International Journal of Social Robotics, pp.
129–140, 2021, doi: 10.1007/s12369-020-00622-3.'
mla: 'Tolksdorf, Nils Frederik, et al. “Ethical Considerations of Applying Robots
in Kindergarten Settings: Towards an Approach from a Macroperspective.” International
Journal of Social Robotics, 2021, pp. 129–40, doi:10.1007/s12369-020-00622-3.'
short: N.F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, K.J. Rohlfing, International
Journal of Social Robotics (2021) 129–140.
date_created: 2021-09-23T11:03:50Z
date_updated: 2023-05-03T08:24:33Z
department:
- _id: '749'
doi: 10.1007/s12369-020-00622-3
language:
- iso: eng
page: 129-140
publication: International Journal of Social Robotics
publication_identifier:
issn:
- 1875-4791
- 1875-4805
publication_status: published
quality_controlled: '1'
status: public
title: 'Ethical Considerations of Applying Robots in Kindergarten Settings: Towards
an Approach from a Macroperspective'
type: journal_article
user_id: '68836'
year: '2021'
...
---
_id: '24902'
abstract:
- lang: eng
text: Social robots have emerged as a new digital technology that is increasingly
being implemented in the educational landscape. While social robots could be deployed
to assist young children with their learning in a variety of different ways, the
typical approach in educational practices is to supplement the learning process
rather than to replace the human caregiver, e.g., the teacher, parent, educator
or therapist. When functioning in the role of an educational assistant, social
robots will likely constitute a part of a triadic interaction with the child and
the human caregiver. Surprisingly, there is little research that systematically
investigates the role of the caregiver by examining the ways in which children
involve or check in with them during their interaction with another partner—a
phenomenon that is known as social referencing. In the present study, we investigated
social referencing in the context of a dyadic child–robot interaction. Over the
course of four sessions within our longitudinal language-learning study, we observed
how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers
who were not actively involved in the language-learning procedure. The children
participating in the study were randomly assigned to either an interaction with
a social robot or a human partner. Our results revealed that all children across
both conditions utilized social referencing behaviors to address their caregiver.
However, we found that the children who interacted with the social robot did so
significantly more frequently in each of the four sessions than those who interacted
with the human partner. Further analyses showed that no significant change in
their behavior over the course of the sessions could be observed. Findings are
discussed with regard to the caregiver's role during children's interactions with
social robots and the implications for future interaction design.
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Camilla E.
full_name: Crawshaw, Camilla E.
last_name: Crawshaw
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: Tolksdorf NF, Crawshaw CE, Rohlfing KJ. Comparing the Effects of a Different
Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.
Frontiers in Education. Published online 2021. doi:10.3389/feduc.2020.569615
apa: Tolksdorf, N. F., Crawshaw, C. E., & Rohlfing, K. J. (2021). Comparing
the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s
Social Referencing in Interaction. Frontiers in Education. https://doi.org/10.3389/feduc.2020.569615
bibtex: '@article{Tolksdorf_Crawshaw_Rohlfing_2021, title={Comparing the Effects
of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing
in Interaction}, DOI={10.3389/feduc.2020.569615},
journal={Frontiers in Education}, author={Tolksdorf, Nils Frederik and Crawshaw,
Camilla E. and Rohlfing, Katharina J.}, year={2021} }'
chicago: Tolksdorf, Nils Frederik, Camilla E. Crawshaw, and Katharina J. Rohlfing.
“Comparing the Effects of a Different Social Partner (Social Robot vs. Human)
on Children’s Social Referencing in Interaction.” Frontiers in Education,
2021. https://doi.org/10.3389/feduc.2020.569615.
ieee: 'N. F. Tolksdorf, C. E. Crawshaw, and K. J. Rohlfing, “Comparing the Effects
of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing
in Interaction,” Frontiers in Education, 2021, doi: 10.3389/feduc.2020.569615.'
mla: Tolksdorf, Nils Frederik, et al. “Comparing the Effects of a Different Social
Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.”
Frontiers in Education, 2021, doi:10.3389/feduc.2020.569615.
short: N.F. Tolksdorf, C.E. Crawshaw, K.J. Rohlfing, Frontiers in Education (2021).
date_created: 2021-09-23T11:04:01Z
date_updated: 2024-11-28T08:40:51Z
department:
- _id: '749'
doi: 10.3389/feduc.2020.569615
language:
- iso: eng
publication: Frontiers in Education
publication_identifier:
issn:
- 2504-284X
publication_status: published
quality_controlled: '1'
status: public
title: Comparing the Effects of a Different Social Partner (Social Robot vs. Human)
on Children's Social Referencing in Interaction
type: journal_article
user_id: '43289'
year: '2021'
...
---
_id: '24900'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Fanziska E.
full_name: Viertel, Fanziska E.
last_name: Viertel
- first_name: Camilla E.
full_name: Crawshaw, Camilla E.
last_name: Crawshaw
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Viertel FE, Crawshaw CE, Rohlfing KJ. Do Shy Children Keep more
Distance from a Social Robot? Exploring Shy Children’s Proxemics with a Social
Robot or a Human. In: Interaction Design and Children. ; 2021. doi:10.1145/3459990.3465181'
apa: Tolksdorf, N. F., Viertel, F. E., Crawshaw, C. E., & Rohlfing, K. J. (2021).
Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s
Proxemics with a Social Robot or a Human. Interaction Design and Children.
https://doi.org/10.1145/3459990.3465181
bibtex: '@inproceedings{Tolksdorf_Viertel_Crawshaw_Rohlfing_2021, title={Do Shy
Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics
with a Social Robot or a Human}, DOI={10.1145/3459990.3465181},
booktitle={Interaction Design and Children}, author={Tolksdorf, Nils Frederik
and Viertel, Fanziska E. and Crawshaw, Camilla E. and Rohlfing, Katharina J.},
year={2021} }'
chicago: Tolksdorf, Nils Frederik, Fanziska E. Viertel, Camilla E. Crawshaw, and
Katharina J. Rohlfing. “Do Shy Children Keep More Distance from a Social Robot?
Exploring Shy Children’s Proxemics with a Social Robot or a Human.” In Interaction
Design and Children, 2021. https://doi.org/10.1145/3459990.3465181.
ieee: 'N. F. Tolksdorf, F. E. Viertel, C. E. Crawshaw, and K. J. Rohlfing, “Do Shy
Children Keep more Distance from a Social Robot? Exploring Shy Children’s Proxemics
with a Social Robot or a Human,” 2021, doi: 10.1145/3459990.3465181.'
mla: Tolksdorf, Nils Frederik, et al. “Do Shy Children Keep More Distance from a
Social Robot? Exploring Shy Children’s Proxemics with a Social Robot or a Human.”
Interaction Design and Children, 2021, doi:10.1145/3459990.3465181.
short: 'N.F. Tolksdorf, F.E. Viertel, C.E. Crawshaw, K.J. Rohlfing, in: Interaction
Design and Children, 2021.'
date_created: 2021-09-23T11:03:28Z
date_updated: 2024-11-28T08:42:12Z
department:
- _id: '749'
doi: 10.1145/3459990.3465181
language:
- iso: eng
publication: Interaction Design and Children
publication_status: published
quality_controlled: '1'
status: public
title: Do Shy Children Keep more Distance from a Social Robot? Exploring Shy Children’s
Proxemics with a Social Robot or a Human
type: conference
user_id: '43289'
year: '2021'
...
---
_id: '24899'
abstract:
- lang: eng
text: Temperamental traits can decisively influence how children enter into
social interaction with their environment. Yet, in the field of child–robot interaction,
little is known about how individual differences such as shyness impact on how
children interact with social robots in educational settings. The present study
systematically assessed the temperament of 28 preschool children aged 4–5 years
in order to investigate the role of shyness within a dyadic child–robot interaction.
Over the course of four consecutive sessions, we observed how shy compared to
nonshy children interacted with a social robot during a word-learning educational
setting and how shyness influenced children’s learning outcomes. Overall, results
suggested that shy children not only interacted differently with a robot compared
to nonshy children, but also changed their behavior over the course of the sessions.
Critically, shy children interacted less expressively with the robot in general.
With regard to children’s language learning outcomes, shy children scored lower
on an initial posttest, but were able to close this gap on a later test, resulting
in all children retrieving the learned words on a similar level. When intertest
learning gain was considered, regression analyses even confirmed a positive predictive
role of shyness on language learning gains. Findings are discussed with regard
to the role of shyness in educational settings with social robots and the implications
for future interaction design.
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Franziska E.
full_name: Viertel, Franziska E.
last_name: Viertel
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: Tolksdorf NF, Viertel FE, Rohlfing KJ. Do Shy Preschoolers Interact Differently
When Learning Language With a Social Robot? An Analysis of Interactional Behavior
and Word Learning. Frontiers in Robotics and AI. Published online 2021.
doi:10.3389/frobt.2021.676123
apa: Tolksdorf, N. F., Viertel, F. E., & Rohlfing, K. J. (2021). Do Shy Preschoolers
Interact Differently When Learning Language With a Social Robot? An Analysis of
Interactional Behavior and Word Learning. Frontiers in Robotics and AI.
https://doi.org/10.3389/frobt.2021.676123
bibtex: '@article{Tolksdorf_Viertel_Rohlfing_2021, title={Do Shy Preschoolers Interact
Differently When Learning Language With a Social Robot? An Analysis of Interactional
Behavior and Word Learning}, DOI={10.3389/frobt.2021.676123},
journal={Frontiers in Robotics and AI}, author={Tolksdorf, Nils Frederik and Viertel,
Franziska E. and Rohlfing, Katharina J.}, year={2021} }'
chicago: Tolksdorf, Nils Frederik, Franziska E. Viertel, and Katharina J. Rohlfing.
“Do Shy Preschoolers Interact Differently When Learning Language With a Social
Robot? An Analysis of Interactional Behavior and Word Learning.” Frontiers
in Robotics and AI, 2021. https://doi.org/10.3389/frobt.2021.676123.
ieee: 'N. F. Tolksdorf, F. E. Viertel, and K. J. Rohlfing, “Do Shy Preschoolers
Interact Differently When Learning Language With a Social Robot? An Analysis of
Interactional Behavior and Word Learning,” Frontiers in Robotics and AI,
2021, doi: 10.3389/frobt.2021.676123.'
mla: Tolksdorf, Nils Frederik, et al. “Do Shy Preschoolers Interact Differently
When Learning Language With a Social Robot? An Analysis of Interactional Behavior
and Word Learning.” Frontiers in Robotics and AI, 2021, doi:10.3389/frobt.2021.676123.
short: N.F. Tolksdorf, F.E. Viertel, K.J. Rohlfing, Frontiers in Robotics and AI
(2021).
date_created: 2021-09-23T11:02:31Z
date_updated: 2024-11-28T08:44:59Z
department:
- _id: '749'
doi: 10.3389/frobt.2021.676123
language:
- iso: eng
publication: Frontiers in Robotics and AI
publication_identifier:
issn:
- 2296-9144
publication_status: published
quality_controlled: '1'
status: public
title: Do Shy Preschoolers Interact Differently When Learning Language With a Social
Robot? An Analysis of Interactional Behavior and Word Learning
type: journal_article
user_id: '43289'
year: '2021'
...
---
_id: '24910'
abstract:
- lang: eng
text: Digital devices such as social robots are increasingly being developed as
artificially intelligent learning tools that could support and expand early childhood
education by providing new ways to engage children in social interaction. Given
this potential, research in child-robot interaction has begun to investigate which
aspects of a robot’s behavior provide advantages within the interaction. However,
a perspective that addresses the child’s communicative behavior within a child-robot
interaction is seldom explored. In this chapter, the results of a long-term child-robot
study with preschool children are presented, in which children’s multimodal response
behavior during a word learning task with a social robot was in focus. The results
reveal that children not only used different communicative multimodal signals
such as gestures or delay markers when interacting with the robot, but also changed
their behavior over the course of the sessions. The findings suggest that children
shape their responses to a robot in a manifold multimodal way beyond verbal lexical
utterances. Finally, implications for future child-robot interaction research,
as well as identifying issues that will need to be resolved for social robots
to be helpful and responsive in interaction with young learners, are discussed.
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Ulrich J.
full_name: Mertens, Ulrich J.
last_name: Mertens
citation:
ama: 'Tolksdorf NF, Mertens UJ. Beyond words: Children’s multimodal responses during
word learning with a social robot. In: Rohlfing KJ, Müller-Brauers C, eds. International
Perspectives on Digital Media and Early Literacy. Routledge; 2020:90-102.
doi:10.4324/9780429321399-7'
apa: 'Tolksdorf, N. F., & Mertens, U. J. (2020). Beyond words: Children’s multimodal
responses during word learning with a social robot. In K. J. Rohlfing & C.
Müller-Brauers (Eds.), International Perspectives on Digital Media and Early
Literacy (pp. 90–102). Routledge. https://doi.org/10.4324/9780429321399-7'
bibtex: '@inbook{Tolksdorf_Mertens_2020, place={London}, title={Beyond words: Children’s
multimodal responses during word learning with a social robot}, DOI={10.4324/9780429321399-7},
booktitle={International Perspectives on Digital Media and Early Literacy}, publisher={Routledge},
author={Tolksdorf, Nils Frederik and Mertens, Ulrich J.}, editor={Rohlfing, Katharina
J. and Müller-Brauers, Claudia}, year={2020}, pages={90–102} }'
chicago: 'Tolksdorf, Nils Frederik, and Ulrich J. Mertens. “Beyond Words: Children’s
Multimodal Responses during Word Learning with a Social Robot.” In International
Perspectives on Digital Media and Early Literacy, edited by Katharina J. Rohlfing
and Claudia Müller-Brauers, 90–102. London: Routledge, 2020. https://doi.org/10.4324/9780429321399-7.'
ieee: 'N. F. Tolksdorf and U. J. Mertens, “Beyond words: Children’s multimodal responses
during word learning with a social robot,” in International Perspectives on
Digital Media and Early Literacy, K. J. Rohlfing and C. Müller-Brauers, Eds.
London: Routledge, 2020, pp. 90–102.'
mla: 'Tolksdorf, Nils Frederik, and Ulrich J. Mertens. “Beyond Words: Children’s
Multimodal Responses during Word Learning with a Social Robot.” International
Perspectives on Digital Media and Early Literacy, edited by Katharina J. Rohlfing
and Claudia Müller-Brauers, Routledge, 2020, pp. 90–102, doi:10.4324/9780429321399-7.'
short: 'N.F. Tolksdorf, U.J. Mertens, in: K.J. Rohlfing, C. Müller-Brauers (Eds.),
International Perspectives on Digital Media and Early Literacy, Routledge, London,
2020, pp. 90–102.'
date_created: 2021-09-23T11:10:23Z
date_updated: 2024-11-28T08:41:18Z
doi: 10.4324/9780429321399-7
editor:
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
last_name: Rohlfing
- first_name: Claudia
full_name: Müller-Brauers, Claudia
last_name: Müller-Brauers
language:
- iso: eng
page: 90-102
place: London
publication: International Perspectives on Digital Media and Early Literacy
publication_identifier:
eisbn:
- '9780429321399'
publication_status: published
publisher: Routledge
quality_controlled: '1'
status: public
title: 'Beyond words: Children’s multimodal responses during word learning with a
social robot'
type: book_chapter
user_id: '43289'
year: '2020'
...
---
_id: '24904'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Rohlfing KJ. Parents’ Views on Using Social Robots for Language
Learning. In: 2020 29th IEEE International Conference on Robot and Human Interactive
Communication (RO-MAN). ; 2020. doi:10.1109/ro-man47096.2020.9223540'
apa: Tolksdorf, N. F., & Rohlfing, K. J. (2020). Parents’ Views on Using Social
Robots for Language Learning. 2020 29th IEEE International Conference on Robot
and Human Interactive Communication (RO-MAN). https://doi.org/10.1109/ro-man47096.2020.9223540
bibtex: '@inproceedings{Tolksdorf_Rohlfing_2020, title={Parents’ Views on Using
Social Robots for Language Learning}, DOI={10.1109/ro-man47096.2020.9223540},
booktitle={2020 29th IEEE International Conference on Robot and Human Interactive
Communication (RO-MAN)}, author={Tolksdorf, Nils Frederik and Rohlfing, Katharina
J.}, year={2020} }'
chicago: Tolksdorf, Nils Frederik, and Katharina J. Rohlfing. “Parents’ Views on
Using Social Robots for Language Learning.” In 2020 29th IEEE International
Conference on Robot and Human Interactive Communication (RO-MAN), 2020. https://doi.org/10.1109/ro-man47096.2020.9223540.
ieee: 'N. F. Tolksdorf and K. J. Rohlfing, “Parents’ Views on Using Social Robots
for Language Learning,” 2020, doi: 10.1109/ro-man47096.2020.9223540.'
mla: Tolksdorf, Nils Frederik, and Katharina J. Rohlfing. “Parents’ Views on Using
Social Robots for Language Learning.” 2020 29th IEEE International Conference
on Robot and Human Interactive Communication (RO-MAN), 2020, doi:10.1109/ro-man47096.2020.9223540.
short: 'N.F. Tolksdorf, K.J. Rohlfing, in: 2020 29th IEEE International Conference
on Robot and Human Interactive Communication (RO-MAN), 2020.'
date_created: 2021-09-23T11:04:23Z
date_updated: 2024-11-28T08:41:40Z
department:
- _id: '749'
doi: 10.1109/ro-man47096.2020.9223540
language:
- iso: eng
publication: 2020 29th IEEE International Conference on Robot and Human Interactive
Communication (RO-MAN)
publication_status: published
quality_controlled: '1'
status: public
title: Parents’ Views on Using Social Robots for Language Learning
type: conference
user_id: '43289'
year: '2020'
...
---
_id: '24903'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Fanziska
full_name: Viertel, Fanziska
last_name: Viertel
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Viertel F, Rohlfing KJ. Do Shy Children Behave Differently than
Non-shy Children in a Long-term Child-robot Interaction? In: Companion of the
2020 ACM/IEEE International Conference on Human-Robot Interaction. ; 2020.
doi:10.1145/3371382.3378367'
apa: Tolksdorf, N. F., Viertel, F., & Rohlfing, K. J. (2020). Do Shy Children
Behave Differently than Non-shy Children in a Long-term Child-robot Interaction?
Companion of the 2020 ACM/IEEE International Conference on Human-Robot Interaction.
https://doi.org/10.1145/3371382.3378367
bibtex: '@inproceedings{Tolksdorf_Viertel_Rohlfing_2020, title={Do Shy Children
Behave Differently than Non-shy Children in a Long-term Child-robot Interaction?},
DOI={10.1145/3371382.3378367},
booktitle={Companion of the 2020 ACM/IEEE International Conference on Human-Robot
Interaction}, author={Tolksdorf, Nils Frederik and Viertel, Fanziska and Rohlfing,
Katharina J.}, year={2020} }'
chicago: Tolksdorf, Nils Frederik, Fanziska Viertel, and Katharina J. Rohlfing.
“Do Shy Children Behave Differently than Non-Shy Children in a Long-Term Child-Robot
Interaction?” In Companion of the 2020 ACM/IEEE International Conference on
Human-Robot Interaction, 2020. https://doi.org/10.1145/3371382.3378367.
ieee: 'N. F. Tolksdorf, F. Viertel, and K. J. Rohlfing, “Do Shy Children Behave
Differently than Non-shy Children in a Long-term Child-robot Interaction?,” 2020,
doi: 10.1145/3371382.3378367.'
mla: Tolksdorf, Nils Frederik, et al. “Do Shy Children Behave Differently than Non-Shy
Children in a Long-Term Child-Robot Interaction?” Companion of the 2020 ACM/IEEE
International Conference on Human-Robot Interaction, 2020, doi:10.1145/3371382.3378367.
short: 'N.F. Tolksdorf, F. Viertel, K.J. Rohlfing, in: Companion of the 2020 ACM/IEEE
International Conference on Human-Robot Interaction, 2020.'
date_created: 2021-09-23T11:04:12Z
date_updated: 2024-11-28T08:42:32Z
department:
- _id: '749'
doi: 10.1145/3371382.3378367
language:
- iso: eng
publication: Companion of the 2020 ACM/IEEE International Conference on Human-Robot
Interaction
publication_status: published
quality_controlled: '1'
status: public
title: Do Shy Children Behave Differently than Non-shy Children in a Long-term Child-robot
Interaction?
type: conference
user_id: '43289'
year: '2020'
...
---
_id: '20241'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Scarlet
full_name: Siebert, Scarlet
last_name: Siebert
- first_name: Isabel
full_name: Zorn, Isabel
last_name: Zorn
- first_name: Ilona
full_name: Horwarth, Ilona
last_name: Horwarth
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Siebert S, Zorn I, Horwarth I, Rohlfing K. Ethical considerations
of applying robots in kindergarten settings: Towards an approach from a macroperspective.
International Journal of Social Robotics. Published online 2020. doi:10.1007/s12369-020-00622-3'
apa: 'Tolksdorf, N. F., Siebert, S., Zorn, I., Horwarth, I., & Rohlfing, K.
(2020). Ethical considerations of applying robots in kindergarten settings: Towards
an approach from a macroperspective. International Journal of Social Robotics.
https://doi.org/10.1007/s12369-020-00622-3'
bibtex: '@article{Tolksdorf_Siebert_Zorn_Horwarth_Rohlfing_2020, title={Ethical
considerations of applying robots in kindergarten settings: Towards an approach
from a macroperspective.}, DOI={10.1007/s12369-020-00622-3},
journal={International Journal of Social Robotics}, author={Tolksdorf, Nils Frederik
and Siebert, Scarlet and Zorn, Isabel and Horwarth, Ilona and Rohlfing, Katharina},
year={2020} }'
chicago: 'Tolksdorf, Nils Frederik, Scarlet Siebert, Isabel Zorn, Ilona Horwarth,
and Katharina Rohlfing. “Ethical Considerations of Applying Robots in Kindergarten
Settings: Towards an Approach from a Macroperspective.” International Journal
of Social Robotics, 2020. https://doi.org/10.1007/s12369-020-00622-3.'
ieee: 'N. F. Tolksdorf, S. Siebert, I. Zorn, I. Horwarth, and K. Rohlfing, “Ethical
considerations of applying robots in kindergarten settings: Towards an approach
from a macroperspective.,” International Journal of Social Robotics, 2020,
doi: 10.1007/s12369-020-00622-3.'
mla: 'Tolksdorf, Nils Frederik, et al. “Ethical Considerations of Applying Robots
in Kindergarten Settings: Towards an Approach from a Macroperspective.” International
Journal of Social Robotics, 2020, doi:10.1007/s12369-020-00622-3.'
short: N.F. Tolksdorf, S. Siebert, I. Zorn, I. Horwarth, K. Rohlfing, International
Journal of Social Robotics (2020).
date_created: 2020-11-02T10:07:28Z
date_updated: 2024-11-28T08:45:53Z
department:
- _id: '749'
doi: 10.1007/s12369-020-00622-3
language:
- iso: eng
publication: International Journal of Social Robotics
quality_controlled: '1'
status: public
title: 'Ethical considerations of applying robots in kindergarten settings: Towards
an approach from a macroperspective.'
type: journal_article
user_id: '43289'
year: '2020'
...
---
_id: '24920'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
citation:
ama: 'Tolksdorf NF. Social robots–new opportunities for early language learning
in the digital age? Ethical considerations and moving towards goal-oriented co-action.
In: ; 2019.'
apa: Tolksdorf, N. F. (2019). Social robots–new opportunities for early language
learning in the digital age? Ethical considerations and moving towards goal-oriented
co-action. Workshop on the ethical impact of robot tutors in early education,
Paderborn.
bibtex: '@inproceedings{Tolksdorf_2019, title={Social robots–new opportunities for
early language learning in the digital age? Ethical considerations and moving
towards goal-oriented co-action}, author={Tolksdorf, Nils Frederik}, year={2019}
}'
chicago: Tolksdorf, Nils Frederik. “Social Robots–New Opportunities for Early Language
Learning in the Digital Age? Ethical Considerations and Moving towards Goal-Oriented
Co-Action,” 2019.
ieee: N. F. Tolksdorf, “Social robots–new opportunities for early language learning
in the digital age? Ethical considerations and moving towards goal-oriented co-action,”
presented at the Workshop on the ethical impact of robot tutors in early education,
Paderborn, 2019.
mla: Tolksdorf, Nils Frederik. Social Robots–New Opportunities for Early Language
Learning in the Digital Age? Ethical Considerations and Moving towards Goal-Oriented
Co-Action. 2019.
short: 'N.F. Tolksdorf, in: 2019.'
conference:
location: Paderborn
name: Workshop on the ethical impact of robot tutors in early education
date_created: 2021-09-23T11:25:59Z
date_updated: 2022-01-06T06:56:41Z
language:
- iso: eng
status: public
title: Social robots–new opportunities for early language learning in the digital
age? Ethical considerations and moving towards goal-oriented co-action
type: conference_abstract
user_id: '43289'
year: '2019'
...
---
_id: '24921'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
citation:
ama: 'Tolksdorf NF. New opportunities for early education in the digital age? Examining
the role of social robots. In: ; 2019.'
apa: Tolksdorf, N. F. (2019). New opportunities for early education in the digital
age? Examining the role of social robots. Digital Society – International
Summer School 2019, Duisburg.
bibtex: '@inproceedings{Tolksdorf_2019, title={New opportunities for early education
in the digital age? Examining the role of social robots}, author={Tolksdorf, Nils
Frederik}, year={2019} }'
chicago: Tolksdorf, Nils Frederik. “New Opportunities for Early Education in the
Digital Age? Examining the Role of Social Robots,” 2019.
ieee: N. F. Tolksdorf, “New opportunities for early education in the digital age?
Examining the role of social robots,” presented at the Digital Society – International
Summer School 2019, Duisburg, 2019.
mla: Tolksdorf, Nils Frederik. New Opportunities for Early Education in the Digital
Age? Examining the Role of Social Robots. 2019.
short: 'N.F. Tolksdorf, in: 2019.'
conference:
location: Duisburg
name: Digital Society – International Summer School 2019
date_created: 2021-09-23T11:26:53Z
date_updated: 2022-01-06T06:56:41Z
language:
- iso: eng
status: public
title: New opportunities for early education in the digital age? Examining the role
of social robots
type: conference_abstract
user_id: '43289'
year: '2019'
...
---
_id: '24916'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Hönemann
full_name: Dirk, Hönemann
last_name: Dirk
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
- first_name: Franziska E.
full_name: Viertel, Franziska E.
last_name: Viertel
citation:
ama: 'Tolksdorf NF, Dirk H, Rohlfing KJ, Viertel FE. Do shy children behave differently
than non-shy children in a child-robot interaction? An analysis of positive and
negative expressions of shyness in kindergarten children. In: ; 2019.'
apa: Tolksdorf, N. F., Dirk, H., Rohlfing, K. J., & Viertel, F. E. (2019). Do
shy children behave differently than non-shy children in a child-robot interaction?
An analysis of positive and negative expressions of shyness in kindergarten children.
Atypical Interaction Conference, Helsinki, Finland.
bibtex: '@inproceedings{Tolksdorf_Dirk_Rohlfing_Viertel_2019, title={Do shy children
behave differently than non-shy children in a child-robot interaction? An analysis
of positive and negative expressions of shyness in kindergarten children}, author={Tolksdorf,
Nils Frederik and Dirk, Hönemann and Rohlfing, Katharina J. and Viertel, Franziska
E.}, year={2019} }'
chicago: Tolksdorf, Nils Frederik, Hönemann Dirk, Katharina J. Rohlfing, and Franziska
E. Viertel. “Do Shy Children Behave Differently than Non-Shy Children in a Child-Robot
Interaction? An Analysis of Positive and Negative Expressions of Shyness in Kindergarten
Children,” 2019.
ieee: N. F. Tolksdorf, H. Dirk, K. J. Rohlfing, and F. E. Viertel, “Do shy children
behave differently than non-shy children in a child-robot interaction? An analysis
of positive and negative expressions of shyness in kindergarten children,” presented
at the Atypical Interaction Conference, Helsinki, Finland, 2019.
mla: Tolksdorf, Nils Frederik, et al. Do Shy Children Behave Differently than
Non-Shy Children in a Child-Robot Interaction? An Analysis of Positive and Negative
Expressions of Shyness in Kindergarten Children. 2019.
short: 'N.F. Tolksdorf, H. Dirk, K.J. Rohlfing, F.E. Viertel, in: 2019.'
conference:
location: Helsinki, Finland
name: Atypical Interaction Conference
date_created: 2021-09-23T11:24:15Z
date_updated: 2023-02-01T12:27:17Z
department:
- _id: '749'
language:
- iso: eng
status: public
title: Do shy children behave differently than non-shy children in a child-robot interaction?
An analysis of positive and negative expressions of shyness in kindergarten children
type: conference_abstract
user_id: '14931'
year: '2019'
...
---
_id: '24913'
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Ulrich J.
full_name: Mertens, Ulrich J.
last_name: Mertens
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: 'Tolksdorf NF, Mertens UJ, Rohlfing KJ. When learning words with robots, children’s
answers are multimodal: a challenge for a dialogue design. In: ; 2019.'
apa: 'Tolksdorf, N. F., Mertens, U. J., & Rohlfing, K. J. (2019). When learning
words with robots, children’s answers are multimodal: a challenge for a dialogue
design. International Conference on Human-Computer Interaction (HCI), Orlando,
USA.'
bibtex: '@inproceedings{Tolksdorf_Mertens_Rohlfing_2019, title={When learning words
with robots, children’s answers are multimodal: a challenge for a dialogue design},
author={Tolksdorf, Nils Frederik and Mertens, Ulrich J. and Rohlfing, Katharina
J.}, year={2019} }'
chicago: 'Tolksdorf, Nils Frederik, Ulrich J. Mertens, and Katharina J. Rohlfing.
“When Learning Words with Robots, Children’s Answers Are Multimodal: A Challenge
for a Dialogue Design,” 2019.'
ieee: 'N. F. Tolksdorf, U. J. Mertens, and K. J. Rohlfing, “When learning words
with robots, children’s answers are multimodal: a challenge for a dialogue design,”
presented at the International Conference on Human-Computer Interaction (HCI),
Orlando, USA, 2019.'
mla: 'Tolksdorf, Nils Frederik, et al. When Learning Words with Robots, Children’s
Answers Are Multimodal: A Challenge for a Dialogue Design. 2019.'
short: 'N.F. Tolksdorf, U.J. Mertens, K.J. Rohlfing, in: 2019.'
conference:
location: Orlando, USA
name: International Conference on Human-Computer Interaction (HCI)
date_created: 2021-09-23T11:19:30Z
date_updated: 2023-02-01T12:26:51Z
department:
- _id: '749'
language:
- iso: eng
status: public
title: 'When learning words with robots, children’s answers are multimodal: a challenge
for a dialogue design'
type: conference_abstract
user_id: '14931'
year: '2019'
...
---
_id: '20242'
author:
- first_name: Scarlet
full_name: Siebert, Scarlet
last_name: Siebert
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Isabel
full_name: Zorn, Isabel
last_name: Zorn
citation:
ama: 'Siebert S, Tolksdorf NF, Rohlfing K, Zorn I. Raising Robotic Natives?: Persuasive
Potentials of Social Robots in Early Education. The Journal of Communication
and Media Studies . Published online 2019:21-35. doi:10.18848/2470-9247/CGP/v04i04/21-35'
apa: 'Siebert, S., Tolksdorf, N. F., Rohlfing, K., & Zorn, I. (2019). Raising
Robotic Natives?: Persuasive Potentials of Social Robots in Early Education. The
Journal of Communication and Media Studies , 21–35. https://doi.org/10.18848/2470-9247/CGP/v04i04/21-35'
bibtex: '@article{Siebert_Tolksdorf_Rohlfing_Zorn_2019, title={Raising Robotic Natives?:
Persuasive Potentials of Social Robots in Early Education}, DOI={10.18848/2470-9247/CGP/v04i04/21-35},
journal={The Journal of Communication and Media Studies }, author={Siebert, Scarlet
and Tolksdorf, Nils Frederik and Rohlfing, Katharina and Zorn, Isabel}, year={2019},
pages={21–35} }'
chicago: 'Siebert, Scarlet, Nils Frederik Tolksdorf, Katharina Rohlfing, and Isabel
Zorn. “Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early
Education.” The Journal of Communication and Media Studies , 2019, 21–35.
https://doi.org/10.18848/2470-9247/CGP/v04i04/21-35.'
ieee: 'S. Siebert, N. F. Tolksdorf, K. Rohlfing, and I. Zorn, “Raising Robotic Natives?:
Persuasive Potentials of Social Robots in Early Education,” The Journal of
Communication and Media Studies , pp. 21–35, 2019, doi: 10.18848/2470-9247/CGP/v04i04/21-35.'
mla: 'Siebert, Scarlet, et al. “Raising Robotic Natives?: Persuasive Potentials
of Social Robots in Early Education.” The Journal of Communication and Media
Studies , 2019, pp. 21–35, doi:10.18848/2470-9247/CGP/v04i04/21-35.'
short: S. Siebert, N.F. Tolksdorf, K. Rohlfing, I. Zorn, The Journal of Communication
and Media Studies (2019) 21–35.
date_created: 2020-11-02T10:23:28Z
date_updated: 2023-02-01T12:38:21Z
department:
- _id: '749'
doi: 10.18848/2470-9247/CGP/v04i04/21-35
language:
- iso: eng
page: 21-35
publication: 'The Journal of Communication and Media Studies '
status: public
title: 'Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early
Education'
type: journal_article
user_id: '14931'
year: '2019'
...