Abstract

Research on human–robot interaction has often ignored the human cognitive changes that might occur when humans and robots work together to solve problems. Facilitating human–robot collaboration will require understanding how the collaboration functions system-wide. We present detailed examples drawn from a study of children and an autonomous rover, and examine how children’s beliefs can guide the way they interact with and learn about the robot. Our data suggest that better collaboration might require that robots be designed to maximize their relationship potential with specific users.