“And then what happens?” Promoting Children’s Verbal Creativity Using a Robot
summary
A social robot Emys runs a pre/post interactive storytelling task with 69 children (ages 7–9), randomly assigned to 32 promotion or 29 prevention priming; promotion primes use excitement and a promised gift, prevention primes use threat of explosion. Creativity is coded for fluency, flexibility, elaboration, and originality. Results show promotion increases fluency and average originality post-test, flexibility rises across both conditions, elaboration shows no change, and robot verbal prompts often reduce highest-originality responses; robot is tele-operated.
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chapters (12)
- 0:00Intro
- 0:33BACKGROUND-CREATIVITY
- 1:17BACKGROUND - REGULATORY FOCUS THEORY
- 2:05STUDY DESIGN - PRIMING AND CONDITIONS
- 3:02STUDY DESIGN - STORYTELLING GAME
- 3:41METHODOLOGY - RESEARCH QUESTION AND HYPOTHESIS 1
- 4:52EVALUATION - USER STUDY
- 5:25MEASURES - CREATIVE PROCESS
- 6:02MEASURES - ROBOT'S VERBAL BEHAVIOR
- 6:23EFFECT OF RFT DESIGN ON CHILDREN'S CREATIVITY
- 7:09EFFECT OF ROBOT'S VERBAL BEHAVIORS
- 8:10DISCUSSION AND CONCLUSION - HYPOTHESIS 2
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